An ecological approach to understanding transitions and tensions in complex learning contexts

Area of Science:

• STEM Education
• Higher Education Pedagogy
• Learning Space Design

Background:

• Shift from lecture-based to student-centred active learning in STEM higher education.
• Limited research on student transitions between formal and informal learning environments.
• Assumption of independent student management of learning transitions.

Purpose of the Study:

• Investigate student transitions between formal lecture theatres and informal breakout spaces.
• Explore student engagement with learning spaces using an ecological approach.
• Identify spatial, pedagogical, and agentic factors influencing transitions.

Main Methods:

• Mixed-methods study employing an ecological approach.
• Quantitative occupancy monitoring to analyze space usage patterns.
• Qualitative ethnographic observations and field interviews for in-depth exploration.

Main Results:

• Discovered spatial, pedagogical, and agentic transitions and tensions.
• Identified patterns of student engagement within and between learning spaces.
• Revealed the impact of space design on active learning pedagogy adoption.

Conclusions:

• Student transitions between formal and informal learning spaces are complex.
• An ecological approach effectively reveals factors influencing these transitions.
• Strategic modification of learning spaces can facilitate active learning pedagogy.