A conceptual framework to identify spatial implications of new ways of learning in higher education

Abstract

Purpose

The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education.

Design/methodology/approach

Based on a review of the literature, a theoretical framework has been developed that visualises the spatial implications of developments in higher education. To further explore spatial configurations that support changes in education, a comparative floor plan analysis was carried out at four Dutch institutes of higher education.

Findings

The findings show that the traditional classroom space is progressively being replaced by a variety of learning settings to support contemporary learning activities.

Practical implications

The research findings contribute to a better understanding of the alignment of learning space to the evolving needs that come from new ways of learning, supported by advanced ICT, and can be used to support space planning in higher education.

Originality/value

This paper builds upon findings from different disciplines: Facilities Management and Corporate Real Estate Management (suitability of floor plans) and Theory of Education (the pedagogical approaches and pedagogical assumptions those floor plans convey).

Citation

Beckers, R., van der Voordt, T. and Dewulf, G. (2015), "A conceptual framework to identify spatial implications of new ways of learning in higher education", Facilities, Vol. 33 No. 1/2, pp. 2-19. https://doi.org/10.1108/F-02-2013-0013