Making the Case for Space: Three Years of Empirical Research on Learning Environments
Making the Case for Space: Three Years of Empirical Research on Learning Environments
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空间案例：三年学习环境实证研究
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
J. Walker
中科院分区：
文献类型：
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作者：
Aimee L. Whiteside;D. Brooks;J. Walker
学生在我们新的、技术增强的学习空间中，相对于他们的ACT分，超出了期末成绩预期，这有力地表明，空间的特点对他们的学习做出了重大贡献。一年级和二年级学生以及来自大都市地区的学生在参与度、丰富性、有效性、灵活性、适合性和教师使用方面对我们的新学习空间的评价明显高于他们的高年级和农村学生。不同的学习环境会影响教与学的活动，即使教师试图保持这些活动不变。在非正式学习空间的选择上，学生们很早就陷入了常规，即使他们没有达到学习目标，他们也不愿偏离它们。作业类型对学生选择的学习环境有很大影响。
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.