Making the Case for Space: Three Years of Empirical Research on Learning Environments

Abstract

 Students in our new, technology‐enhanced learning spaces exceeded final grade expectations relative to their ACT scores, suggesting strongly that features of the spaces contributed significantly to their learning.  First‐year and sophomore students as well as students from metropolitan areas rated our new learning spaces significantly higher than their upper‐division and rural counterparts in terms of engagement, enrichment, effectiveness, flexibility, fit and instructor use.  Different learning environments affect teaching‐learning activities even when instructors attempt to hold these activities constant.  In their choices of informal study spaces, students fall into routines early and are reluctant to deviate from them even if they are not meeting their study goals.  Assignment types greatly impact the study environments students select.

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