Use of creative space in enhancing students’ engagement

Abstract

This paper explores the effect teaching in a specially designed ‘creative learning space’ has on students’ engagement with the learning process, their motivation to explore, experience and discover (i.e. to be creative), and on them becoming more active, autonomous learners. It examines the notion of creative space, how it differs from teaching and learning in a typical classroom environment and the impact it has had on students and staff. Socio‐economic changes affecting Higher Education are having a considerable impact on the nature of the curriculum and the way in which teaching is carried out. The student body is becoming increasingly diverse and a greater premium is being attached to the development of so‐called higher‐order skills such as creativity. This is being further affected by an increase in the use of advanced technology and changes in the teaching–learning relationship with the lecturer’s role becoming increasingly one of a facilitator of the learning process. Thus, there has been an increased interest in exploring innovative and stimulating practices and learning spaces. It is not an easy task to measure the effectiveness of any learning space as there are many variables: teacher style, learning techniques, the method of delivery, etc. This paper reports on the initial findings of using such a space in an attempt to make a difference to students’ learning and their creative capacity.

Keywords:

• creative space
• creativity
• motivation
• students' experience

Acknowledgements

I am indebted to all my informants and colleagues working towards achieving the best results while teaching and facilitating various events in the C‐space, the CETL fellows, especially Rob Manton, who provided me with the access to his students, the associate CETL fellows and the administrative team. My thanks also to the staff and students who allowed me to take photographs.

Notes

1. Response coding is explained in the section ‘The Sample and Data Gathering’.