Faculty of Education - Research Publications
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ItemNo Preview AvailableLearning environments' influence on students' learning experience in an Australian Faculty of Business and Economics(SPRINGERNATURE, 2022-04)We investigated how learning environments-involving their physical, pedagogical, and psychosocial dimensions-influence students learning experiences in an Australian Faculty of Business and Economics. Qualitative data collection involved observations of eight classrooms over a semester, four focus groups with 21 students and interviews with six educators. The study provided deeper understanding of the dynamic and complex intrinsic interrelations of learning environment dimensions over time, addressing previous gaps in research. It identified and analysed spaces and practices, educational activities, and students' subjective experiences in different learning environments to illustrate how these multiple elements intersect and influence on the students' experience. The mixed methods used in the research helped to uncover a broader view of the learning environment and its interdependent influences over time on students' learning experiences. One practical implication is that any strategies to support a more holistic student learning experience through more effective use of learning environments should be developed at an institutional level.
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ItemTeachers as Embedded Practitioner-Researchers in Innovative Learning Environments(University of Ljubljana, 2020)The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.
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ItemTransitions: Melbourne, London, Grand Rapids(Imaginative Minds, 2017)Australians can be excused for considering themselves geographically isolated, but need that extend to feeling removed in terms of research? What does it take to get a good overview of research that is happening on different continents? The Learning Environments Applied Research Network, or LEaRN, based at the University of Melbourne pondered this issue and came up with a fairly straight forward solution – take its research on the road!
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ItemNo Preview AvailableThe “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project(New Zealand Educational Administration & Leadership Society, 2017-01-01)Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these “non-traditional” spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual “state of play” of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals’ opinions, teachers’ perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidence based platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand.
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ItemNo Preview AvailableImpact of classroom design on teacher pedagogy and student engagement and performance in mathematics(Springer, 2017)A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties by using a single-subject research design in one Queensland school, open and flexible classroom arrangements, together with an infusion of one-on-one technologies, improved student perceptions of the quality of teaching and students’ levels of engagement. Separate statistical analysis also indicated significant differences in these students’ performance in mathematics when compared to like peers in more ‘traditional’ classrooms. The paper ends with a caution; on these measures, the classroom design is certainly one, but probably not the only, influence.
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ItemNo Preview AvailableMaking the case for space: The effect of learning spaces on teaching and learning(James Nicholas Publishers, 2014-01-01)
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ItemBoys talk about "doing art"(Australian Institute of Art Education, 2003)