Factors Impacting Study Space Usage on USF Campus

Cox, A. M. (2017). Space and embodiment in informal learning. Higher Education, 75(6), 1077-1090. doi:10.1007/s10734-017-0186-1

According to Cox (2017), there has been a change in pedagogy in universities to put a huge emphasis on group work and independent study. Therefore, in the current setting, the need for the formal lecture halls has decreased by a huge extent. Instead, more universities having increased demand for learning spaces that can be termed to be informal. As a result, the study asserts that in the process of building learning spaces, it is vital to ensure the provision of different study atmosphere through the incorporation of informal learning spaces in the buildings that are constructed. The article can be applied at USF to ensure even in the highly structured learning environment; there is the creation of informal spaces where students can meet and find the motivation to work with others..

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Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Informed principles for (re) designing teaching and learning spaces. Journal of Learning Spaces, 5(1), 26-40.

According to Finkelstein, Ferris, Weston, & Winer (2016), there should be the incorporation of research-informed principles in the process of designing or redesigning teaching and learning spaces. That is because learning spaces need to be designed in a manner that encourages behaviors that support the process of learning. The authors suggest that principles such as learning with peers, high impact practices, and experiences with faculty should play a big role in the process of designing learning spaces. The study is relevant to USF, given that it provides the framework or guidelines that can be used in designing learning spaces.

Morieson, L., Murray, G., Wilson, R., Clarke, B., & Lukas, K. (2018). Belonging in space: Informal learning spaces and the student experience. Journal of Learning Spaces, 7(2), 12-22.

According to Morieson et al. (2018), there is a wide range of issues that are associated with creating an interesting on-campus experience for learners. Much of that has to do with the manner that learning spaces are designed. Given that, the process of creating learning spaces should be more of a collaborative effort with the student where their feedback matters and is incorporated in the process of creation. In that way, the students will feel some kind of connection space, and thus they will be excited to use it. The recommendations of the article can be applied to USF to encourage co-creation in the process of designing learning spaces.

Cox, A. M. (2011). Students’ experience of university space: An exploratory study. International Journal of Teaching and Learning in Higher Education, 23(2), 197-207.

According to Cox (2011), there has been a deficit in the experiences of learning spaces across many British universities. In specific, the learning atmosphere has largely been depersonalized, and hence there is little or no engagement. Cox (2011) goes on to assert that such an issue can be addressed through the creation of flexible and technology-enabled learning spaces. In addition to that, there will be a need to ensure the classes that have been designed possess managerial efficiency, and hence the instructors can easily engage the students. Such recommendations have huge relevance to USF, given that they will provide a way learning spaces can be used to increase the level of classroom engagement.

Baum, E. J. (2018). Learning space design and classroom behavior. International Journal of Learning, Teaching, and Educational Research, 17(9), 34-54. doi:10.26803/ijlter.17.9.3

According to Baum (2018), there is a relation between the manner that learning spaces are designed and the behavior that is exhibited in the classroom. The study asserts that the node and the steel-case spoke classroom have a positive impact on the behavior of the students as compared to the normal classroom. In the two preferred methods, there was an increased level of student engagement and cooperation. Hence, that resulted in a more active learning environment that was associated with positive results. This has a huge impact on USF and the manner they approach the issue of classroom design. It would be more productive to use the node, and the steel-case spoke design given it will improve the manner learning takes place.

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