A framework for the design of Informal Learning Spaces (ILS) to facilitate informal learning in Jordan Universities

Qazza, Noura

Abstract

Variations in education to facilitate individual study and collaborative work have increased the need for Informal Learning Spaces (ILS) in universities, this research aims to develop a framework for the design of Informal Learning Spaces to facilitate Informal Learning within Jordanian universities based on recent developments in UK universities. In the Arabic world, a greater emphasis is on formal learning spaces, such as classrooms and lecture theatres, and there are fewer opportunities for Informal Learning, and possibly less acknowledgment of the role of Informal Learning. In the UK context ILS are increasingly being introduced into university campuses.
However, there were still unanswered questions related to many aspects of ILS. The literature review identified that the subjects of ILS and IL had not been widely researched, with only recent studies. In particular, it is unclear what the role is for the design of ILS in facilitating informal learning and whether it is relevant for all groups, or particularly important for certain groups of students. The research has not previously been undertaken by researchers in Jordan. Therefore, this research makes a significant contribution to the understanding of the importance and use of informal learning space, particularly in Jordan.
The research explored best practice in design and use of Informal Learning Spaces in UK universities. The research also identified the current nature of non-designed informal learning spaces in Jordan universities, and how these spaces are currently used for informal learning. Using empirical observations and interviews and a grounding in literature, an ILS design framework was developed to guide the design of Informal Learning Spaces. The ILS framework has several elements which have been identified issues which support spaces that are harmonious with learning theories (focussing on Constructivist theory) and the needs of current students. Using the thematic analysis and grounded theory as the theoretical framework to achieve the research aim.

The research revealed that there is a need in Jordanian universities for a framework to enable architects to design ILS in a clear and effective way. Jordanian architects supported the development of the new framework for designing ILS.

The research indicates that ownership and comfort are preferred for students when they choose and stay in a location for study, and if universities create spaces identifiable with comfort, flexibility, sensory stimulation and technology, then students will be more productive in these locations. The significance of this study is that it informs our theoretical understanding of learning theories, and more broadly the findings of this research are also useful for campus planners and campus facility managers worldwide to plan and provide conducive Informal Learning Spaces on campus. Informal learning spaces play an important role for students, who have preferred places to study, where they regularly work along with friends and find inspiration to work in the company of others.

Citation

Qazza, N. A framework for the design of Informal Learning Spaces (ILS) to facilitate informal learning in Jordan Universities. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/6053283

• Thesis Type: Thesis
• Deposit Date: Jun 24, 2020
• Publicly Available Date: Jan 15, 2021
• Keywords: informal learning, learning spaces, informal learning spaces, learning theories, framework, universities, campus, constructivist, comfort, flexibility, sensory stimulation, technology
• Public URL: https://uwe-repository.worktribe.com/output/6053283
• Award Date: Jan 15, 2021