Informal Active Learning Space: Students Form Their ... · informal learning spaces are; 1) nature, 2) ventilation, and 3) level of privacy. Key words: informal learning space, active

Informal Active Learning Space: Students Form Their Favorable Space

Thanyaporn Janma1*

ABSTRACT

In present, as Thai curriculum have improved, the school’s space should be improved in order to support the curriculum. However, most schools in Thailand do not have those supportive spaces. One problem that’s found is when visiting to any schools, students use learning space such as library for unexpected purpose. On the other hand, students who form their group along the corridor or the empty space with no such a facilities, they work out and conduct their work. This raised a question that the formal learning space that school provided may not be the answer for learning activities that students would need to achieve in their learning. The informal learning space will promote not only a few approved activities; but also, environment for people. Factors such as the availability of food and drink, comfortable chairs, furniture and nature that supports a variety of learning activities are emerging as critical in the design of learning space.

In this paper, Informal Active Learning Space is focusing on how student form their favorable space in school space and see what elements that support students’ learning space. The study of emerging form of Informal Learning Space is to understand what makes such space effective for student’s learning and to understand how students choose their learning space. This will result in criteria for architectural form and architectural elements for an informal active learning space. Two international schools in Thailand were selected to observe student behavior on how they choose their learning space. The results showed that the main factors which effect on how student choose their informal learning spaces are; 1) nature, 2) ventilation, and 3) level of privacy.

Key words: informal learning space, active learning space, desirable space, student’s favorable space *Corresponding author; e-mail address: [email protected] 1MArch, Faculty of Architecture, Chulalongkorn University, Bangkok, 10330

สาขาสถาปัตยกรรมศาสตร์และวิศวกรรมศาสตร์ การประชุมทางวิชาการของมหาวิทยาลัยเกษตรศาสตร์ ครั้งที่ 56

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INTRODUCTION Perhaps the most significant function of the university or academic institution is to foster the

learning of students. Throughout history, the classroom has been the traditional meeting place for

students and educational facilitators, but in the present day, circumstances are rapidly changing, and

the learning space needs no longer to be defined in terms of a physical location. The virtual world is

also important. This has resulted in novel approaches to the teaching and learning environments which

use the latest technologies to transform the traditional educational paradigm. This leads to a new

definition of classroom space which focuses upon learning rather than simply the class itself (Oblinger,

2005) since the learning is no longer limited to fixed times and places. Anywhere, at any time, can now

be considered a learning space (Brown & Long, 2006).

Many schools focus only upon the appearance of their buildings, believing that an attractive

campus will lead to a positive atmosphere which will encourage learners. It is unusual for a school to

focus upon creating learning spaces which can actually inspire children to learn by stimulating their

minds, focus attention, and support the acquisition of key modern skills such as communication, co-

operation, and critical thinking (Intel Education, 2014). According to Oblinger (2005), an active learning

space can therefore be defined as a “regularly scheduled, physical location designed for face-to- face

meetings of instructors and students”, which allows knowledge to be gained.

Furthermore, students should be able to obtain new skills, knowledge, and experiences all over

a campus, and not just in the classrooms. Offices, libraries, gardens, corridors and countless other

places can become learning spaces rather than simple places through which students must pass in

order to reach their classes. These places could all be considered as flexible learning spaces for both

individual learners and for groups of students, and can form a useful way to “better leverage valuable

campus real estate” (Steelcase Education, 2014). This has resulted in the development of the concept

of the Informal Active Learning Space. The term itself has often been used to talk about any form of

learning which takes places beyond the confines of a traditional or formal learning program or learning

facility (Eraut, 2000). This implies that the term can also describe the kind of learning which is derived

from people’s ordinary work or leisure activities. Informal education has been described by Richardson

(2004) as that which occurs beyond the “formal education system or structured training and does not

lead to a qualification”. Conlon (2003) meanwhile contends that most informal learning can be

considered the result of normal experiences in everyday life. The learning spaces which lead to such

learning can be any kind of space used for leisure, and would therefore include parks, cafeterias, and

any other such place where people spend their free time. A majority of schools in Thailand fail to use

การประชุมทางวิชาการของมหาวิทยาลัยเกษตรศาสตร์ ครั้งที่ 56 สาขาสถาปัตยกรรมศาสตร์และวิศวกรรมศาสตร์

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their physical space effectively. For example, they create small gardens which look green and

attractive, but do not allow people access. Dining halls are busy and limited purely to one function.

Corridors and walkways cannot offer more functions than route; around the campus, while libraries are

used for relaxation rather than learning. As space is often quite restricted, the students will tend to use

the space available to them in their own ways. For instance, some groups of students will use play

areas for learning instead of choosing to study at the tables provided or visit the library. This leads to a

number of questions; 1) How are Informal Active Learning Spaces created by students in Thai schools?

and 2) What factors are considered important by students when they select their Informal Active

Learning Spaces? Therefore, the study of the emerging form of Informal Active Learning Space is to

understand what makes such spaces effective for students’ learning and to propose a design guideline

for creating informal active learning spaces.

MATERIALS AND METHODS

1. Location of observation

Two schools were selected in order to study how students use space. The first school is

International School Bangkok (ISB), Nonthaburi, which has a total area of 45 acres. This school has

1,900 students. The second school is Ruamrudee International School (RIS), Min Buri, Bangkok, with a

total area of 29 acres. This school has 1,300 students. Most of the typical schools in Thailand are likely

to have a higher number of high school students so the selected target group of the investigation is

high school students as the space will be most significantly influenced by them. Moreover, the location

of these two schools is in the suburban areas which indicate that they will have a similar context in

terms of their overall location and building arrangements which will affect how they design the space

for students. The reason for selecting international schools is the flexibility of their schedules and their

curriculum which allows sufficient time to carry out the observations during various breaks. In addition,

it allows a variety of cultures to be involved in this study, so the outcome of this study will not be based

solely upon Thai students but upon more diverse cultures of students.

2. Methodology To find the answer of how the built environment relates to the students to form their informal

learning space, the research employed “mapping”. This mapping will show the entire space of the

school and show how students use each particular space in the school. To analyze those results from

observations, the data were collected, notes down the activities according to space, time, and activity

type, since the informal learning space has some relationship to the amount of time that can be spent


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there since the use of such spaces may occur when students have a short time to do things but do not

want to go across the campus to reach the officially provided space (Harrop & Turpin, 2013).

Methodology: 1) Select two international schools (in order to see the similarities or differences

in the outcomes). 2) Map the entire area with the number of people, type of activities, and time spent.

3) From the observation, try to identify the nodes of the informal learning spaces. 4) Evaluate the data

to see the relationships of all users and elements.

RESULTS AND DISCUSSION

1. International School Bangkok In this case, the high school building, cafeteria, and surrounding green spaces are the most active spaces for students. The observation took place in accordance with the schedule of the school. It can be divided up into two breaks and one additional break for grades 11-12. Firstly, the 10-minute break is when students have a short time to walk from class to class. The active space in this case is the corridor and pathway as students use those spaces in front of classrooms to discuss or review their work before entering the lesson. Figure 1 shows that students choose not to find a permanent space to sit for a long time but prefer to walk with a laptop or sit on the floor, sometimes finding some extended furniture to put their personal items on just for a short review of their work. In addition, there is a locker area provided at every corner of intersecting spaces. Most of these spaces will have small benches provided next to the locker but students did not use these for sitting; on the other hand, they use them for placing their text books to review instead. The cafeteria functioned as a grab-and- go facility. Mostly the students choose to use stools at the long and small tables because it is more convenient for them during short break periods.

Figure 1 Circulation space and counter bar at canteen.

The second observation came at the 50-minute lunch break. Observations during this break fell

into three categories: “Study Only”, “Lunch and Study”, “No Lunch and No Study”. The needs of “Study

Only” students can be seen from the Figure 2 that they are likely to choose an enclosed boundary space

to study as partners form in a small group of no more than four people. This kind of space required a high


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level of privacy so they would feel that staying in an enclosed room or hidden space will provide security

from interruption during this break. Students who fall into this category do not need an official table or desk

such as those normally found in classrooms. Instead, any kind of furniture will suffice if they can place their

materials on it.

Figure 2 Desirable space. Figure 3 Canteen space and locker area.

The “Lunch and Study” patterns in Figure 3 can also be divided into two main spaces from the

observation: the outdoor space that is exposed to nature and the open space within the building. The

concept that have been found among high school students is the rapid change in movement at open

spaces such as the main cafeteria. They keep moving and changing their seat, which shows the varietyof their choices and results in an atmosphere of semi-relaxation and semi-stressfulness.

For the outdoor space that exposed to nature, students sit more permanently throughout the

50-minute break but in the same way they are more relaxed and less stressed. As the outdoor space,

seats were already arranged for groups, and had a roof or small umbrella as the boundary, this creates

a certain level of privacy but in such a way as to allow students to from one area to observe the others.

Another case that can be found is that students like to sit on the stairs or steps which are exposed to

nature to discuss their work or to eat or talk in privacy. This type of “Lunch and Study” category does

not require as much serious study as the “Study Only” group. The library section was surprising in terms

of how students used the space for “Study Only” group.

Figure 4 Library area. Figure 5 Student hub.

The library space in Figure 4 is designed for study usage but in this case the library is used as a play center. Students who need air conditioning will move to this space to cool down and relax until


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the end of the 50-minute break. The arrangement of furniture and space to create a linear seating style along the walls does not work in forming a learning atmosphere. Also the small room is too congested with fancy furniture; therefore, nobody was interested in using that provided furniture and space. From this observation, if the venue is too big or too small, this will affect how students construct their learning space.

Lastly, there was an additional break for G11-12, or free period. During this time the students who have a free period mostly stay at the “Student Hub” which is a place comprising different types of space. There are single spaces for individual study, a study room for a group review, and even large built-in furniture with enclosed boundaries. There are also some students who want to grab some snacks or a drink so they choose to sit in the cafeteria. However, the way they choose their space depends on where the columns are located. It can be imply that during free periods, students are likely to choose an individual space that has a clearly defined boundary. 2. Ruamrudee International School

From observing RIS, there are two breaks and one free period for grades 11-12. In this case, two buildings of the high school were divided in the middle by a circulation road in the school. Because of this, a different effect may be created compared to ISB because the layout and arrangement of the buildings is not similar at all.

The 20-minute break is considered for a short break. In the Redeemer Hall, students who have their next class in the High School Building will hurry to go there and sit at the cafeteria while they are waiting for their next class. While they are walking, most of them are still reviewing their work and discussing the lesson. Those who have their next class at the Redeemer Hall are likely to sit along the corridors and pathways in Figure 6. They ignored the function of the seating space, turning the seating space into tables to do homework and store their bags, the same as in the High School Building. However, those corridors are a very busy space during the 20-minute break but the seating space next to it in the courtyard is ignored. On the other hand, stairs and steps are utilized by students who choose to sit on them. The cafeteria became a semi-grab- and-go space and permanent space for both students who have their next class in this building and those who do not.

Figure 6 Students use corridors and pathways at the Redeemer Hall.


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During lunch RIS's cafeteria is a mess. The space is provided for having lunch only, not supporting others activities. Some students may look for their own favorable space during this time. From observation, it can be divided into three types of space. Firstly, students who need high level of privacy, they will find architectural elements that have potential to be transformed into their informal active learning space in Figure 7. These can be extended space of some floors or columns. Secondly, the students who need privacy but not too isolate from people, they will choose mostly small room or small area with transparent wall to sit in with their small group of friends. They still have connection with people from the outer space, but in this case they can have discussion among their group of friends. Lastly, students who need an open space, because they wouldn't want to join the crowd of students in cafeteria. With their own open space, it can be form at hall way, gigantic path way, or even on stair step swhich in this case stair’s function is not only part of circulation but also seating for students.

Figure 7 Transforming of the architectural Figure 8 Patterns of how students use space elements and spaces. during their free period.

Students who have free period, in this case is similar to ISB for students who choose to sit in cafeteria will choose their seat next to the column as they need boundary in Figure 8. However, because RIS has no student hub; consequently, the library is provided for the study space for them. If comparing the number of users between library and cafeteria, cafeteria still has greater number of students use. Furthermore, the space that next to the cafeteria is also been used in this case. For example, the hanging space over cafeteria that provides a perfect view and also plays with level of privacy, but is not too isolated. 3. Discussion

Nature is good in relaxing students, and offer good atmosphere. Students would spend time longer while they are studying in this area. These kinds of spaces help to relax their mind when they are stressed. Ventilation is also good in this hot and humid climate. Students choose to sit and create their learning space along corridors, intersections between buildings and semi open space where the good wind can flow through them. The cold temperature from ventilation is better for learning and student’s concentration. For privacy, students choose their Informal Learning Space according to boundary that they found. It could be both vertical boundary and horizontal boundaries. Students may feel secure with what are they doing if they have defined boundary. Also, boundaries represent


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occupied, enclosed elements for those who want to avoid something for their concentration. The limited of time is another factor that shape student’s behavior in selecting spaces.

CONCLUSION

According to two places of observation, space should not be limited by provided functions. The outcome of the study gives the potential in design the informal active learning space. The open space with shading will bring people together. Too wide or too narrow of spaces will lead to the abandon of space. People in certain space should be able to see and interact with one another space. Limitation of time is the main influential factor that will effect student to give chance for them to change and to transform the space. The supporting elements of hanging or extended space in different spots and locations act as boundaries themselves. Moreover, a terrace, a balcony, and space in front of hall, basement (space under stairs), they all act as informal active learning space. Stair-cases that exposed to the outdoor can be adapted to many functions such as tables, desks, seating, dining areas, playgrounds, and they are even used as presentation stages for class activities. Some irregular shapes of structure or undesignated space could be turned into a favorable space of students.

ACKNOWLEDGEMENTS Site building support in conducting this paper from the Head of International School Bangkok

and the Head of Ruamrudee International School.

REFERENCES Brown, Malcolm, and Philip Long. 2006. “Trends in Learning Space Design.” An EDUCAUSE e-Book

(Online). www.educause.edu/learningspaces, October, 2016. Conlon, T. 2003. “A review of informal learning literature, theory and implications for practice in developing

global professional competence.” Journal of European Industrial Training, 28 (4): 283-295. Eraut, Michael. 2000. “Non-formal Learning and Tacit Knowledge I Professional Work.” British Journal

of Educational Psychology (Online). www.old.mofet.macam.ac.il/iunarchive/mechkar/pdf/Non-formalLearning.pdf, April 26, 2016.

Intel Education. “Exploring Inner Space.” K-12 Blueprint(A planning resource for personalizing learning)

(Online). www.k12blueprint.com/content/exploring-inner-space, 2014. Oblinger, Diana. 2005. "Leading the Transition from Classrooms to Learning Spaces." Educause quarterly 1(2): 14-18. Richardson, S. 2004. “Employers’ contribution to training.” NCVER (Online).

www.sapo.org.au/binary/binary761/employer.pdf, April 23, 2016. Steelcase Education. 2014. “Active Learning Spaces.” Insight, Applications + Solutions 4: 1-78.


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Informal Active Learning Space: Students Form Their ... · informal learning spaces are; 1) nature, 2) ventilation, and 3) level of privacy. Key words: informal learning space, active