A Study on the Construction of Informal Learning Spaces (ILSs) on University Campuses in China

Abstract

The main research object of this paper is informal learning spaces (ILSs) on Chinese university campuses. Due to the traditional educational system, Chinese dominated pedagogy is examination-oriented and talent training, which restrict students’ abilities of self-learning and group collaboration, so students lack reasonable and effective independent and cooperative learning opportunities and awareness. Additionally, because of the influence of national government will, most of Chinese university campuses construction process lack the consideration of the main users of them-students. They are hard to meet the students’ rich daily lives, lacking the construction of ILSs. The students’ learning and life on the campus are fixed on the three points of “classroom-dining hall-dormitory”. Lacking the construction of spatial layers and atmosphere, public spaces on campuses are difficult to attract students to stay, to carry out various activities and to meet the diverse learning patterns of contemporary university students. According to the problems above, this paper puts forward the construction strategy of ILSs on university campuses by means of interviews and questionnaire. On the basis of this theory, this paper analyses the various environmental factors on the campuses based on the survey questionnaire, and further puts forward the conceptive ILSs unit model, which is suitable for outdoor and indoor spaces on campuses. Finally, according to the classification of external space and internal space, the six sorts of campus spaces which are square, landscape, pedestrian, architectural entrance, architectural transport and architectural atrium, are discussed respectively, and the construction strategies and theoretical models of ILSs which are suitable for these spaces are summarised. With the reforming of China’s education, the pedagogy of higher education is changing gradually. The proportion of formal learning and informal learning will be balanced. Thus, the strategies and models this paper points out will help to advance this trend and the development of informal learning in Chinese higher educational institutions. However, the limitation is obvious, lacking of real cases to verify the validity of the results, so they are still theoretical.