Learning and teaching take place in spaces, and a learning environment includes various modes such as virtual space, physical space, texts and unit guides, staff and students. This paper focuses on experiential learning in an unusual setting: It explores a daring experiment in a room without hard furniture and without any Audio-Visual Equipment (AV) at a time where all focus is on technology in the classroom, online spaces, and blended learning. Connecting education theories and learner types to the study of learning environments, we introduce a qualitative research project based on feedback from students and staff as well as class observation; student feedback about the room in student feedback surveys between 2011 and 2016; and an assessment of the Asset Manager Learning & Teaching about why this room never fulfilled its potential and remained underused. We use the example of a single assignment (group presentation) to argue that teaching approaches and learning spaces need to be coordinated and networking in tertiary education is paramount. Our findings show that learning spaces need to be designed with appropriate pedagogies in mind, be multi-functional and ideally also multi-sensual. A well-designed space will enhance student experience and achieve best learning outcomes.
|Journal||Learning Environments Research|
|Publication status||Submitted - 2018|