Physical learning environments’ supportiveness to innovative pedagogies

Physical learning environments’ supportiveness to innovative pedagogies: students’ and teachers’ experiences

Baars, S. (Eindhoven University of Technology; NHL University of Applied Science)
Schellings, G. L.M. (Eindhoven University of Technology)
Joore, J.P. (TU Delft Design for Sustainability; NHL University of Applied Science)
van Wesemael, P. J.V. (Eindhoven University of Technology)

2022

Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers’ and students’ experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers’ and students’ experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively.

Higher education
Innovative pedagogy
Physical learning environment
Psychosocial learning environment
Teachers’ and students’ experiences

http://resolver.tudelft.nl/uuid:63e5768d-caa6-4cf3-8942-581f0f925824

https://doi.org/10.1007/s10984-022-09433-x

1387-1579

Learning Environments Research

Institutional Repository

journal article

© 2022 S. Baars, G. L.M. Schellings, J.P. Joore, P. J.V. van Wesemael