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Students’ Perceptions of Active Learning Classrooms from an Informal Learning Perspective: Building a Full-Time Sustainable Learning Environment in Higher Education

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  • Lei Peng

    (School of Architecture & Urban Planning, Huazhong University of Science and Technology, Wuhan 430074, China
    Hubei Engineering and Technology Research Center of Urbanization, Wuhan 430074, China)

  • Shitao Jin

    (School of Architecture & Urban Planning, Huazhong University of Science and Technology, Wuhan 430074, China
    Hubei Engineering and Technology Research Center of Urbanization, Wuhan 430074, China)

  • Yuan Deng

    (School of Architecture & Urban Planning, Huazhong University of Science and Technology, Wuhan 430074, China
    Hubei Engineering and Technology Research Center of Urbanization, Wuhan 430074, China)

  • Yichen Gong

    (Department of Mathematics, New York University, Brooklyn, NY 10012, USA)

Abstract

Under the influence of education for sustainable development, active learning classrooms, as the new learning environment in higher education, have become increasingly diversified and flexible, with a greater emphasis on student experience and engagement. Most research on these learning environments is centered on formal learning analysis and discussion, whereas empirical research on the perception of informal learning in active learning classrooms outside of class time is lacking. Based on informal learning perceptions, this study explored the strengths and weaknesses of active learning classroom spatial environments using a mixed quantitative and qualitative research approach. Through a questionnaire survey of 154 students and one-on-one semi-structured interviews with 15 students, this study found that most students were satisfied with the informal learning experience in active learning classrooms, comfortable and flexible space perception and humanized learning support facilities in active learning classrooms were critical spatial factors influencing students’ informal learning, the private environment and positive learning atmosphere in active learning classrooms could promote students’ informal learning behaviors, and for active learning classrooms, better resource management could help them develop a better quality full-time learning environment. Based on these findings, this study makes recommendations for optimizing the environment design and management of active learning classrooms.

Suggested Citation

  • Lei Peng & Shitao Jin & Yuan Deng & Yichen Gong, 2022. "Students’ Perceptions of Active Learning Classrooms from an Informal Learning Perspective: Building a Full-Time Sustainable Learning Environment in Higher Education," Sustainability, MDPI, vol. 14(14), pages 1-24, July.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:14:p:8578-:d:861904
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    References listed on IDEAS

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    1. Marian Buil-Fabregá & Matilde Martínez Casanovas & Noemí Ruiz-Munzón & Walter Leal Filho, 2019. "Flipped Classroom as an Active Learning Methodology in Sustainable Development Curricula," Sustainability, MDPI, vol. 11(17), pages 1-15, August.
    2. Lei Peng & Yuan Deng & Shitao Jin, 2022. "The Evaluation of Active Learning Classrooms: Impact of Spatial Factors on Students’ Learning Experience and Learning Engagement," Sustainability, MDPI, vol. 14(8), pages 1-17, April.
    3. Raza Hasan & Sellappan Palaniappan & Salman Mahmood & Babar Shah & Ali Abbas & Kamal Uddin Sarker, 2019. "Enhancing the Teaching and Learning Process Using Video Streaming Servers and Forecasting Techniques," Sustainability, MDPI, vol. 11(7), pages 1-21, April.
    4. Gisela Cebrián & Ramon Palau & Jordi Mogas, 2020. "The Smart Classroom as a Means to the Development of ESD Methodologies," Sustainability, MDPI, vol. 12(7), pages 1-18, April.
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