Experiencing learning spaces in continuing education: the learner’s perspective

Abstract

The number of students participating in academic continuing education programmes has steadily increased over recent years. However, currently, little is known about the experiences and learning conditions of adult students. This study examines students’ experiences of physical learning environments on an academic continuing education university campus. To gain a comprehensive insight, an interdisciplinary approach combining the fields of architecture, education, and psychology was chosen. In a case study, we used a mix of qualitative and quantitative data-collection methods including a questionnaire, a semantic differential scale, walking interviews and facilitated focus groups, as well as technical measurements and photo protocols. Our results demonstrate that spatial characteristics such as acoustics, air quality, visual comfort, furniture and equipment, plants and greenspaces were essential factors in creating a conducive learning environment. Furthermore, students specified a strong need for appropriate spaces for collaborative work and individual and informal exchanges on campus. Noise disturbance and the lack of favourable design features were the most frequently mentioned characteristics perceived negatively. Our findings indicate that the design of informal learning spaces on campus that align with appropriate learning activities based on students’ experiences and expectations is crucial for continuing education students.