Learning Space Design: The Presentation of a Framework for the Built Environment Discipline

ABSTRACT

This paper reports on research undertaken to identify the specific learning space preferences of built environment students within a UK university. Through an instrumental case study design, utilizing a sequential exploratory mixed methods approach, this research explored learning space requirements for built environment students. Initial focus groups were conducted to identify elements of the learning spaces that are important in students learning spaces, which were then used to develop questions for the survey phase of the research. From this, we proceeded to develop a framework for learning space design for built environment students. Eight important learning space factors were identified; access to space, convenient workspaces, environment, layout, sense, integrated space, esthetics, and identity. Initial findings are presented regarding differences between disciplines in their rating of elements of the learning space. A framework is presented for practitioners to use in the design process for the development of built environment disciplines learning spaces. This research adds to current understanding regarding student-centered learning and workplace research, highlighting preferences for specific learning space factors. The current research is part of a bigger study but presents built environment disciplines outcomes which are applicable to a larger group.

KEYWORDS:

• Learning environment
• physical space
• student centered
• university buildings
• built environment