Transitional space: learning in the spaces in-between

Show simple item record McCrone, Luke
dc.contributor.editor Supple, Briony en
dc.contributor.editor Delahunty, Tom en 2020-11-05T09:47:06Z 2020-11-05T09:47:06Z 2019
dc.identifier.citation McCrone, L. (2019) 'Transitional space: learning in the spaces in-between', Learning Connections 2019: Spaces, People, Practice, University College Cork, Cork, Ireland, 5-6 December, pp. 63-67. doi: 10.33178/LC.2019.14 en
dc.identifier.startpage 63
dc.identifier.endpage 67
dc.identifier.doi 10.33178/LC.2019.14
dc.description.abstract There is increasing evidence, particularly in STEMM education, that traditional didactic transmission lecturing is less effective than more active, student-centred learning (Freeman et al., 2014). This mounting evidence has resulted in institution-wide curriculum review, pedagogic transformation and ongoing space refurbishments at Imperial College London, a research-intensive institution that provides the context for this work. Although active learning is proven to improve cognitive outcomes by supporting ‘students to do meaningful learning activities and think about what they are doing’ (Prince, 2004, p.223), its examination remains largely linked to instructional contexts, with neglect for the self-directed, non-timetabled learning spaces that support a rich learning experience. This instructional emphasis is evident from the capital that Imperial College London, among other institutions, continue to invest into ongoing classroom refurbishments to support curriculum review and innovation. However, it could be argued that these changes to physical infrastructure do not accurately reflect and address the growing self-directed workload that students now contend with. Furthermore, as capital spending on maintaining and modernising university buildings in the UK approaches £3 billion annually (Temple, 2018), these refurbishments are increasingly time- and money-intensive, placing a financial strain on institutions. The assumption that students successfully transition between passive and active learning, between directed and self-directed learning and between formal, timetabled and informal, non-timetabled spaces has meant transitional space being overlooked. By seeking to better understand student engagement with these transitional spaces as physical, curricular and cognitive spatial phenomena, this study is generating evidence for the educational importance of transitional space and using this to better understand active learning. By redesigning underutilised ancillary spaces adjacent to formal lecture spaces at lower cost than lecture theatre refurbishments, students can better self-direct active learning at moments of transition into and out of formal, timetabled spaces. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.publisher National Forum for the Enhancement of Teaching and Learning in Higher Education en
dc.rights © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en
dc.subject Transmission lecturing en
dc.subject Active en
dc.subject Student-centred learning en
dc.subject Space en
dc.subject Refurbishment en
dc.subject Learning spaces en
dc.subject Self-directed workload en
dc.subject Physical infrastructure en
dc.subject Transitional space en
dc.title Transitional space: learning in the spaces in-between en
dc.type Conference item en
dc.internal.authorcontactother Luke McCrone, Imperial College London en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Not peer reviewed en
dc.internal.conferencelocation University College Cork, Cork, Ireland en

Files in this item

This item appears in the following Collection(s)

Show simple item record

© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Except where otherwise noted, this item's license is described as © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement