Quality Learning Environments.
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| Title: | Quality Learning Environments. |
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| Language: | English |
| Authors: | Kleberg, John R. |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 1992 |
| Document Type: | Reports - Descriptive Guides - Non-Classroom |
| Descriptors: | Building Design, Built Environment, Educational Environment, Educational Facilities Design, Elementary Secondary Education, Facility Requirements, Higher Education, Physical Environment, Spatial Relationship (Facilities) |
| Abstract: | An Ohio State University project studying quality educational environments brought together experts from several fields from various countries to discuss issues and tour facilities in Europe and the United States. In addition, a survey of university staff, students, and faculty found that there is a strong relationship between school environment and learning. Also, physical environment is important in student choice of university. In addition to architecture and building design, quality of maintenance and care of grounds reflect an institution's outlook on learning. Classroom design should be flexible and stimulating and create a positive learning environment. Many factors in addition to architecture influence the learning environment, including inside and outside space, corridors, and interior design. Several fundamental principles should be considered in designing learning spaces: (1) nearly all learning involves use of the built environment; (2) the built environment is a teaching element; and (3) new structures should not be built if existing ones cannot be maintained properly. This project identified several school-design goals: unity and diversity, adaptability, exterior spaces, discipline-specific learning space, unique structures, informal learning space, individual study and meditation space, and school and learning discipline heritage. (JPT) |
| Entry Date: | 1993 |
| Accession Number: | ED354613 |
| Database: | ERIC |
| Abstract: | An Ohio State University project studying quality educational environments brought together experts from several fields from various countries to discuss issues and tour facilities in Europe and the United States. In addition, a survey of university staff, students, and faculty found that there is a strong relationship between school environment and learning. Also, physical environment is important in student choice of university. In addition to architecture and building design, quality of maintenance and care of grounds reflect an institution's outlook on learning. Classroom design should be flexible and stimulating and create a positive learning environment. Many factors in addition to architecture influence the learning environment, including inside and outside space, corridors, and interior design. Several fundamental principles should be considered in designing learning spaces: (1) nearly all learning involves use of the built environment; (2) the built environment is a teaching element; and (3) new structures should not be built if existing ones cannot be maintained properly. This project identified several school-design goals: unity and diversity, adaptability, exterior spaces, discipline-specific learning space, unique structures, informal learning space, individual study and meditation space, and school and learning discipline heritage. (JPT) |
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