Brachtl Sonja, Ipser Christina, Keser Aschenberger Filiz, Oppl Sabrina, Oppl Stefan, Pakoy Emre Kevin, Radinger Gregor
Department for Continuing Education Research and Educational Technologies, University for Continuing Education Krems, Dr.-Karl-Dorrek-Straße 30, 3500 Krems, Austria.
Department for Building and Environment, University for Continuing Education Krems, Dr.-Karl-Dorrek-Straße 30, 3500 Krems, Austria.
Smart Learn Environ. 2023;10(1):7. doi: 10.1186/s40561-023-00222-4. Epub 2023 Jan 20.
When the COVID-19 pandemic forced higher education institutions to implement their programs in an online setting, different groups of students were influenced to different extents. In many cases, the main locus of learning moved to students' homes, and their learning experiences were suddenly contextualized in their residential situation and immediate physical learning environment. The present study consequently examines the role of physical learning environments on different factors influencing students' learning when pursuing their study from at home. It contrasts the situation of traditional students in a higher education institution and non-traditional students in an academic continuing education institution, which address target groups with different living conditions and needs in learning support. Data were collected via an online survey sent to students enrolled in these two institutions, with a total of 353 students participating during a timeframe impacted by COVID-related lockdowns. We found that stress and well-being is strongly linked to the quality of the surrounding environment of the learning place, whereas perceived motivation is more strongly related to the quality of the learning place itself. How strongly students are affected by these factors is moderated by their overall socio-spatial context. Academic continuing education students are more resilient to sub-optimal physical learning environment than traditional students. Altering the design of the immediate learning environment consequently can help to mitigate factors that negatively impact students' well-being and learning motivation, which is particularly important for traditional students, who primarily dedicate their time to pursuing their studies.
当新冠疫情迫使高等教育机构在线开展课程时，不同群体的学生受到的影响程度各异。在许多情况下，学习的主要场所转移到了学生家中，他们的学习体验突然与居住环境和直接的物理学习环境相关联。因此，本研究探讨了物理学习环境在影响学生在家学习的不同因素中所起的作用。它对比了高等教育机构中的传统学生和学术继续教育机构中的非传统学生的情况，这两类机构针对的目标群体在生活条件和学习支持需求方面有所不同。通过向这两所机构的学生发送在线调查问卷收集数据，在受新冠疫情相关封锁影响的时间段内，共有353名学生参与。我们发现，压力和幸福感与学习场所周边环境的质量密切相关，而感知到的动机则与学习场所本身的质量关系更为紧密。学生受这些因素影响的程度受到其整体社会空间背景的调节。学术继续教育学生比传统学生对次优的物理学习环境更具适应能力。因此，改变直接学习环境的设计有助于减轻对学生幸福感和学习动机产生负面影响的因素，这对主要将时间用于学习的传统学生尤为重要。
