scholarly journals Identity Development in Informal Learning Spaces: A Case Study of the Girls Excelling in Math and Science Club

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Michaela Rice
Keyword(s):  
Identity Development ◽  
Informal Learning ◽  
Learning Spaces ◽  
Math And Science ◽  
Science Club

Informal learning spaces (ILS) in university libraries and their campuses

2016 ◽  
Vol 117 (1/2) ◽  
pp. 49-62 ◽  
Author(s):  
Matthew Cunningham ◽  
Graham Walton
Keyword(s):  
Informal Learning ◽  
Design Methodology ◽  
Single Case ◽  
Comparative Approach ◽  
University Libraries ◽  
Learning Spaces ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose – This paper aims to explore at Loughborough University (UK) how informal learning spaces (ILS) are used by students in the Library and elsewhere on campus. Focus includes learning activities undertaken by students, reasons why the ILS is chosen, suggestions on how they can be improved and how technologies are used. Comparison will be drawn between how students use Library ILS and other ILS. Design/methodology/approach – Case study based at Loughborough University and its Library. Semi-structured interviews were held with 265 students in various ILS spaces across campus. Findings – Similarities and differences are present in the way students use Library ILS compared with other ILS campus spaces. These include impact of campus geography and individual academic levels of students. Research limitations/implications – This is a single case study and the results can only relate to Loughborough University. There may be some lessons and themes that are relevant to other universities. The number of interviewees is relatively small. Practical implications – Highlights the need for cooperation between various university stakeholders to strategically and operationally manage different ILS on campus. Originality/value – This is one of the very few studies that investigate together the range of ILS including the Library in a comparative approach.

Who uses home as informal learning spaces: A Bangkok private university case study

2019 ◽  
Vol 6 (5) ◽  
pp. 109-119
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Informal Learning ◽  
Business Students ◽  
Descriptive Analysis ◽  
Private University ◽  
Learning Spaces ◽  
Online Questionnaire ◽  
Grade Point ◽  
Academic Supports ◽  
At Home

Home is one type of off-campus informal learning spaces (ILS). It is important to understand the behaviours of students that use home as ILS. Such information will enlighten universities to provide/improve proper on-campus ILS and/or other academic supports. This research used a quantitative approach through online questionnaire survey during February 2019. The study took business students at a Bangkok private university as a case study. The descriptive analysis was done according to students’ grade point average (GPA) and undergraduate levels. The results revealed how and why students, especially those with different levels of GPA, chose to study at home. This study also suggests how higher education institutions (HEI) can support ILS to students who do not study at home. Students with different GPA levels should be supported from HEI differently. Keywords: HEI, home, grade point averages, learning spaces, Bangkok.    

Off-campus informal learning spaces selection: A Bangkok private university case study

2019 ◽  
Vol 6 (5) ◽  
pp. 17-27
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Informal Learning ◽  
Undergraduate Students ◽  
Private University ◽  
Learning Preferences ◽  
Grade Point Averages ◽  
Learning Spaces ◽  
Grade Point ◽  
Formal And Informal Learning ◽  
Questionnaire Surveys

Informal learning spaces (ILS) include both inside and outside library spaces and university’s borderline. A university has its duty to provide classrooms and other supporting spaces for formal and informal learning. Nevertheless, the arrangement of such spaces might not logically and functionally match learning preferences and behaviours of students, who are prime users. The deficiency of on-campus ILS might drive students to use off-campus ILS. The understanding of why students select offcampus ILS can reflect any absence and inadequacy of on-campus ILS. The objective was to study where and why undergraduate students of business school select off-campus ILS. This research used students of a Bangkok private university as a case study. The research method was through quantitative analysis and descriptive data analysis, using questionnaire surveys conducted during March 2018. Students with any levels of grade point averages and undergraduate levels had similar preferences for using and not using off-campus ILS. Keywords: Informal learning, learning spaces, ILS, HEI, off-campus, Bangkok.

scholarly journals Investigation of student’s preferences for off-campus informal learning spaces: The case of business school students in Bangkok

2019 ◽  
Vol 14 (4) ◽  
pp. 590-600
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Social Interactions ◽  
Informal Learning ◽  
Private University ◽  
Grade Point Averages ◽  
Learning Spaces ◽  
School Students ◽  
Grade Point ◽  
Flexible Schedule ◽  
Support Students

The understanding of why students select off-campus informal learning spaces can reflect any absence and inadequacy of on-campus informal learning spaces. This research used students of a Bangkok private university as a case study by employed quantitative analysis and descriptive data analysis, where a questionnaire survey conducted during March 2018 was used. The results show that students with any levels of grade point averages have similar preferences for using off-campus informal learning spaces. The top reasons why students used off-campus spaces for informal learning were about the flexible schedule, accessibility to food, and capability for social interactions. The top reasons why students did not use off-campus spaces related to cost, location, improper environment/atmosphere and study resources. The preferences for off-campus informal learning spaces remarkably reflect the strengths and weaknesses of on-campus informal learning spaces. Universities should improve their management of facilities to support students’ informal learning base on their preferences. Keywords: Higher education institutions, informal learning spaces, learning spaces, off-campus.

scholarly journals Who uses home as informal learning spaces: A Bangkok private university case study

2020 ◽  
Vol 12 (1) ◽  
pp. 37-47
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Grade Point Average ◽  
Education Institution ◽  
Private University ◽  
Learning Spaces ◽  
Higher Education Institution ◽  
Grade Point ◽  
Cumulative Grade Point Average

Home is one type of off-campus informal learning spaces (ILS). It is important to understand the behaviours of students who use home as ILS. Such information will enlighten universities to provide/improve proper on-campus ILS and/or other academic supports. This research used a quantitative approach through an online questionnaire survey during February 2019. This study used business students at a Bangkok private university as a case study. The descriptive analysis was done according to students’ cumulative grade point average (CGPA) and undergraduate levels. The results revealed how and why students, especially those with different levels of CGPA, chose to study at home. This study also suggests how higher education institution (HEI) can support ILS to students who do not study at home. Students with different CGPA levels should be supported by HEI differently. Keywords: Cumulative grade point average, higher education institution, home, informal learning spaces, learning spaces.

scholarly journals Campus’ Informal Learning Spaces for Reading Activities and Their Relation to Undergraduates’ Responses

2020 ◽  
Vol 46 (2) ◽  
pp. 117-128
Author(s):  
Angela Christysonia Tampubolon ◽  
Hanson E Kusuma
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Collaborative Work ◽  
Learning Spaces ◽  
Learning Engagement ◽  
Group Activities ◽  
Reading Activities

Potential of informal learning spaces (ILS) in promoting reading activities are one of a theme of space that can be explored in higher education. This explanatory study was aimed at identifying ILS at selected university which preferred by students as reading space and their relation to students’ responses. Students tend to choose library ILS but non-library ILS also have potential in supporting the responses to be achieved. Students were found to have better comprehension, a good mood, and to read longer in library ILS. Meanwhile, students found it easier to pay attention and felt an increased desire to engage in discussions in non-library ILS, and tended to visit these more often. At this case study, library ILS tends to be used for individual activities, while non-library ILS are used for collaborative or group activities. Adapting function and type of space between ILS categories can be part of efforts to create learning engagement and to support both individual and collaborative work.

scholarly journals Behavior and informal learning at night in a 24-hour space: A case study of the Hong Kong Design Institute Library

2017 ◽  
Vol 51 (1) ◽  
pp. 171-179 ◽  
Author(s):  
Terry Yip ◽  
Dickson K.W. Chiu ◽  
Allan Cho ◽  
Patrick Lo
Keyword(s):  
Qualitative Research ◽  
Hong Kong ◽  
Informal Learning ◽  
Learning Resources ◽  
Learning Spaces ◽  
Learning Space ◽  
Design Institute ◽  
Effective Programs

This study explores the evening activities of students at the Hong Kong Design Institute in Zone24, a 24-hour opening learning space managed by Hong Kong Design Institute Learning Resources Centre, also referred to as the Library. In doing so, the purpose of this study is to evaluate the effectiveness of 24-hour learning spaces. Qualitative research was undertaken to identify and compare the students’ behaviors between daytime and night in Zone24. In addition, this study investigates how overnight activities in the learning spaces facilitate a student’s learning. The result of this study can contribute to improving librarians’ or administrators’ understanding of students’ needs at night in a 24-hour learning space in order to implement more effective programs and services for users.

Strategic development of university library space

2014 ◽  
Vol 115 (5/6) ◽  
pp. 237-249 ◽  
Author(s):  
Graham Matthews ◽  
Graham Walton
Keyword(s):  
Informal Learning ◽  
Physical Space ◽  
Single Site ◽  
University Libraries ◽  
Learning Spaces ◽  
Strategic Development ◽  
Content Type ◽  
University Library ◽  
Strategic Direction

Purpose – The purpose of this paper is to explore issues, approaches and challenges in providing strategic direction to university libraries on developing their physical space in what is increasingly a digital age. A key aspect of the work is to explore how university libraries and their senior staff can widen libraries’ role to inform the strategic direction of formal and informal learning spaces across the institution. Design/methodology/approach – Research and perspectives from across the world provide the context for the study. A single site case study based at Loughborough University in the UK is explored to demonstrate how strategy for university library space is developed. The case study also provides an example of how a university library has extended its influence on other informal learning spaces. Findings – University library physical space has an important role in learning, teaching and research, despite the increase in digital information provision. For effective strategy, information and evidence needs to be collected from a wide range of sources. The experience and skills that university libraries have developed in managing learning spaces can be transferred to learning spaces elsewhere in the university. Research limitations/implications – This is a single site case study. Practical implications – The case study provides approaches and ideas that can be applied by university libraries in the strategic development of learning spaces. Originality/value – The paper provides an innovative and informed insight into how university libraries can influence learning and teaching spaces across university campus/site. Further research would be valuable to identify practice more widely. Surveying, from a library perspective, university and university estate, management strategies for content relating to libraries and formal and informal spaces across the institution and what is going on/being planned in this area would further progress the debate.

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

Understanding understanding: a model for the public learning of radioactivity

1999 ◽  
Vol 8 (4) ◽  
pp. 267-284 ◽  
Author(s):  
Steve Alsop
Keyword(s):  
Informal Learning ◽  
Background Radiation ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Change Model ◽  
Potential Health ◽  
The Public ◽  
Understanding Of Science ◽  
Conceptual Change Model

While much of the work in the public understanding of science has focused on the public's appreciation of science and their familiarity with key scientific concepts, understanding the processes involved in learning science has largely been ignored. This article documents a study of how particular members of the public learn about radiation and radioactivity, and proposes a model to describe their learning—the Informal Conceptual Change Model [ICCM]. ICCM is a multidimensional framework that incorporates three theoretical dimensions—the cognitive, conative, and affective. The paper documents each of these dimensions, and then illustrates the model by drawing upon data collected in a case study. The emphasis of the analysis is on understanding how the members of the public living in an area with high levels of background radiation learn about the science of this potential health threat. The summarizing comments examine the need for a greater awareness of the complexities of informal learning.

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