The purpose of this study was to: (a) determine the design features of the
physical learning environment that support and enhance collaborative, project-based
learning at the community college level; and (b) to gain an understanding of
the rationale for the selection of the features. The characteristics of the physical
environment investigated in the study were scale, location, functionality,
relationships, and patterns. Aspects of the rationale or purpose for the selected
features included: (a) important factors for consideration, (b) sequence of
consideration among the factors, (c) relationship among the factors, (d) derivation
of the factors, (e) design process considerations, and (f) theories used to make the
recommendation.
The literature review indicated a need for changing learning expectations to
prepare learners for rapidly changing roles and responsibilities in work, family, and
community for the 21st century. Collaborative, project-based learning was
identified as a pedagogy that prepares learners for these new learning expectations
by conceiving, developing, and implementing projects relevant to the learners' and
the communities' needs. This active learning process teaches critical thinking,
problem solving, teamwork, negotiation skills, reaching consensus, using
technology, and taking responsibility for one's own learning.
Data were collected in three phases using a phenomenological approach to
gain an understanding of the two foci areas of the study. Methods for collecting
data included site visits, observations, text, interviews, and designs. Participants
included architects, educators, and learners.
The findings from the study included the initial identification of 44 design
features of the physical learning environment that support and enhance
collaborative, project-based learning at the community college level and the
determination of the rationale for the selection of the features. Analysis and
synthesis of the features resulted in 32 design features that were placed in the
following six categories: (a) learning group size, (b) functional spaces for learning
activities, (c) adjacencies, (d) furnishings, (e) psychological and physiological
support of the learners, and (f) structural aspects. The essence of designing physical
environments that support and encourage collaborative, project-based learning is
the interrelationship among the categories and features within the categories. / Graduation date: 2002
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/32263 |
| Date | 07 September 2001 |
| Creators | Wolff, Susan J. |
| Contributors | Copa, George H. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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