Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level.
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| Title: | Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level. |
|---|---|
| Language: | English |
| Authors: | Wolff, Susan J. |
| Peer Reviewed: | N |
| Page Count: | 301 |
| Publication Date: | 2001 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Descriptors: | Building Innovation, College Buildings, Community Colleges, Cooperative Learning, Design Preferences, Educational Facilities Design, Physical Environment, Space Utilization, Student Projects, Teaching Methods, Two Year Colleges |
| Abstract: | The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for 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: (1) important factors for consideration; (2) sequence of consideration among the factors; (3) relationship among the factors; (4) derivation of the factors; (5) design process considerations; and (6) theories used to make the recommendation. 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 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 6 categories: learning group size, functional spaces for learning activities, adjacencies, furnishings, psychological and physiological support of learners, and structural aspects. The study concluded that 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. (Appendices contain research forms. Contains 104 references.) (EV) |
| Entry Date: | 2003 |
| Accession Number: | ED466089 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED466089 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED466089 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wolff%2C+Susan+J%2E%22">Wolff, Susan J.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 301 – Name: DatePubCY Label: Publication Date Group: Date Data: 2001 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Building+Innovation%22">Building Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Buildings%22">College Buildings</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Design+Preferences%22">Design Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Facilities+Design%22">Educational Facilities Design</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Space+Utilization%22">Space Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for 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: (1) important factors for consideration; (2) sequence of consideration among the factors; (3) relationship among the factors; (4) derivation of the factors; (5) design process considerations; and (6) theories used to make the recommendation. 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 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 6 categories: learning group size, functional spaces for learning activities, adjacencies, furnishings, psychological and physiological support of learners, and structural aspects. The study concluded that 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. (Appendices contain research forms. Contains 104 references.) (EV) – Name: DateEntry Label: Entry Date Group: Date Data: 2003 – Name: AN Label: Accession Number Group: ID Data: ED466089 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED466089 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 301 Subjects: – SubjectFull: Building Innovation Type: general – SubjectFull: College Buildings Type: general – SubjectFull: Community Colleges Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: Design Preferences Type: general – SubjectFull: Educational Facilities Design Type: general – SubjectFull: Physical Environment Type: general – SubjectFull: Space Utilization Type: general – SubjectFull: Student Projects Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Two Year Colleges Type: general Titles: – TitleFull: Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wolff, Susan J. IsPartOfRelationships: – BibEntity: Dates: – D: 07 M: 09 Type: published Y: 2001 |
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