Learning, architecture, planning and design: An empirical investigation of learning spaces at the University of Queensland

In this paper we outline some of our embryonic but evolving methodology to examine these and related issues in the context of the new UQ campus at Ipswich. We briefly describe the features of the physical facilities of this new campus, focusing on the layout and features of the teaching and learning rooms, computer facilities and the self directed learning space. These facilities incorporate significant IT infrastructure and support, and provide students with wide access to high end computers and networks.

The new Ipswich campus is the major physical manifestation of the 1997 commitment by the University of Queensland to move to flexible modes of delivery of programs of study from a largely traditional face to face model of delivery. This development is also associated with increased recognition of a need for change in current teaching practice. In 1999, the first stage of the new campus opened, offering 9 new programs of study. A comprehensive approach to evaluation has been initiated in order to identify problems and issues, monitor the new developments; monitor student learning and identify effective practice. A three year evaluation program has been set up and is being coordinated by the Teaching and Educational Development Institute (TEDI).

One of the evaluation studies in this program is an investigation of the use of learning space by the students and teachers and the impact of the physical settings on teaching practice and learning activities. Preliminary work looking at the potential scope of this study took place in 1999 and the first phase of the investigation began in 2000.

The main purpose of this paper is to describe some of the underlying assumptions and methodology of the learning space evaluation study, and to hear from participants about related experiences from other settings. It is not anticipated that results of the study will be available for reporting in any formal way as we are still in the early stages of gathering data, but some preliminary findings may be available for discussion.

The study has been designed to explore the ways in which the learning space impacts on teaching and learning behaviours of teachers and students. The ways in which the physical surroundings and facilities influence behaviour is an area that has been largely neglected in the teaching literature and research in higher education. The literature that is available tends to examines issues to do with physical surroundings such as light, temperature, noise etc, rather than the ways in which teachers and students interact within and with their various learning environments. Earlier Australian work has highlighted a number of issues that might be considered when examining the impact and educational functionality of new learning environments. This study is seen as an early but important step in empirically examining the import of architectural design of learning space in terms of its impact on learning and teaching.