The Architecture of Built Pedagogy for Active Learning—A Case Study of a University Campus in Hong Kong

Edmond W.M Lam,Daniel W.M Chan,Irene Wong

doi:10.3390/buildings9110230

Edmond W.M Lam, Daniel W.M Chan + Show 1 more

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https://doi.org/10.3390/buildings9110230

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Abstract

Traditional teaching modes are engaged with teachers delivering knowledge to students with minimum feedback. Teaching is conducted in lecture theaters and classrooms, which are sometimes designed with minimum flexibility for university education. However, the rapid development of information and communication technologies has altered the teaching pedagogy from traditionally teacher-centered to more collaborative learning between teachers and students. Learning spaces should be designed to be interactive and collaborative with suitable physical movement and social engagement among teachers and students. This paper aims to examine the relationships between modern technology and pedagogical shift, and to identify and discuss the essential design principles for effective active learning through built pedagogy. A recent renovation project of The Hong Kong Polytechnic University in converting conventional classrooms and lecture theaters to active learning spaces was adopted as a case study to illustrate and validate the design principles and their actual implementation. Feedback and responses from 410 end-user students on the impact of the renovated classrooms and lecture theaters on teaching and learning effectiveness were gleaned through empirical survey questionnaires dispatched face-to-face to students after attending classes in the renovated classrooms and lecture theaters. The results of factor analysis indicated that the 15 variables of key design criteria for active learning spaces were consolidated under six underlying clustered factor groups: (1) Versatility of learning space; (2) interior design of learning environment; (3) modern information technology / audio and video (IT/AV) technologies; (4) interior lighting; (5) comfortable furniture and acoustic design; and (6) interior temperature. The survey findings can serve as good references and useful insights for architects in designing new learning spaces and facilities that assist active and collaborative learning for university students in future.

Highlights

Hiller wrote in the book Space is the Machine: “Architecture implies both a space and an activity.”Space is the objective property of the building and given significance by linking it directly to human behavior or intentionality [1], and environments can create a relaxing and sociable setting [2]
Brubaker [15], Chiu [10], Cornell [2], Leggett et al [16], and Monahan [3] added four major design principles for an active learning space, including: (a) Ample working spaces; (b) ability to facilitate student–teacher interaction; (c) creating a comfortable and safe environment; and (d) motivation for learning. These essential design principles have seven implications: (a) Rooms must be wired for the communication and network access; (b) learning spaces are preferred to be multi-functional and convertible for diverse functions; (c) furniture must be redeployed to facilitate computer use, teacher–student interaction, and collaboration among students; (d) lighting must be ambient and glare free; (e) ambient lighting, good sound insulation, and comfortable temperature are vital to learning space design; (f) ability to control internal environment and facilities can facilitate learning; and (g) a pleasant and enjoyable interior can promote learning
A recent prompt development of information and communication technologies has led to a significant pedagogical change in teaching and learning environment at universities

Summary

Introduction

Space is the objective property of the building and given significance by linking it directly to human behavior or intentionality [1], and environments can create a relaxing and sociable setting [2]. Functions define a space, and space design facilitates or limits functions. Built pedagogy is architecture of space design, which can define how one learns, teaches, acts, or responds, reflecting the current pedagogy [3,4,5,6]. The roles of architects in designing learning spaces is to design and construct a space/building according to the requirements of all stakeholders and responding to the pedagogical. Buildings 2019, 9, 230 changes, which can facilitate and enhance learning. Brown and Long [7] refer to faculty staff and students as product experts and architects as learning space development experts

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