Learning environments preferred by university students: a shift toward informal and flexible learning environments

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Learning environments preferred by university students: a shift toward informal and flexible learning environments Teemu Valtonen1   · Ulla Leppänen1 · Mareena Hyypiä1 · Anna Kokko1 · Jyri Manninen1 · Henriikka Vartiainen1 · Erkko Sointu1 · Laura Hirsto1 Received: 25 November 2019 / Accepted: 30 September 2020 © The Author(s) 2020

Abstract Universities are facing new challenges that pose various demands for developing learning environments. These challenges are related to different pedagogical approaches, the use of information and communications technology (ICT), the diversification of student populations, and new expectations related to working life. This study focused on university students’ perceptions of preferred learning environments and their thoughts about the best learning environments for the higher-education level. The main data consisted of answers to open questions from 230 students. Additionally, a questionnaire was used to gain an overall picture of students’ experiences in the current learning environment. Five main themes emerged: characteristics of the campus; available resources; flexibility of learning opportunities; pedagogy; and implementation of ICT in education. Further, two larger perspectives were highlighted. One was the need for informal learning environments (where students can study alone or with peers or just hang out). The second perspective pertains to the flexibility of learning, demonstrating the need for learning environments that allow participation without the need to come to the campus for face-to-face meetings. The need for resources (particularly ICT and the support and availability of teaching personnel) was also highlighted. The study provides important perspectives for developing appropriate learning environments for higher education. Keywords  Higher education · ICT in education · Learning environment · Learning space

Introduction Universities are facing new challenges that put increasing pressure on the development of learning environments (McCune and Entwistle 2011). Many of these challenges are related to the application of new pedagogical approaches, the rapid development of educational technology, the diversification of non-traditional student populations in need of flexible courses, and the growing expectations related to the skills needed in current and future working life. These changes also align with a bigger transformation described by Barr and Tagg (1995) as the shift * Teemu Valtonen [email protected] 1



Faculty of Philosophy, University of Eastern Finland, Kuopio, Finland

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Learning Environments Research

from an instruction paradigm to a learning paradigm, or from broadcasting knowledge to students to knowledge construction (Harasim 1996). In other words, there has been a shift toward more student-centered teaching and learning practices. Even though these references are relatively old, they are still valid if viewed in relation to current development aims. Based on the annual Horizon reports for higher education (Becker

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