dc.contributor.author | Mäkelä, Tiina | |
dc.date.accessioned | 2018-01-12T10:58:31Z | |
dc.date.available | 2018-01-12T10:58:31Z | |
dc.date.issued | 2018 | |
dc.identifier.isbn | 978-951-39-7332-2 | |
dc.identifier.other | oai:jykdok.linneanet.fi:1810336 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/56703 | |
dc.description.abstract | Increased understanding of the complex synergetic influences of psychosocial and
physical learning environments (LEs) on learning and wellbeing has drawn attention
to their careful design. Contemporary learner-centred educational paradigms
emphasise the importance of learner involvement in the LE design. A gap exists,
however, between the theoretical discourses of LE design and their application into
educational practice. Furthermore, a lack of shared conceptual understanding among
studies conducted in different cultural and disciplinary contexts undermines the
comparability, generalisability, and build-up of a coherent body of knowledge on the
LE design. This educational design research responds to the need for development of a
theoretically, empirically, and practically sound design framework and principles for
participatory LE design that involves learners. The constructs and contents of the
design framework developed based on a literature review at the outset of the process
were refined in three substudies. Substudy 1 focused on the 7 to 14-year-old Finnish
learners’ (n = 80) perceptions of LEs conducive to learning and wellbeing, while
substudy 2 extended the scope to include Spanish learners’ perceptions (n = 76) in the
same age range. Numeric, written, visuospatial, and oral data collected using a survey,
scale model construction, and group discussions were used to develop a Learning
Environment Design (LED) framework and design principles. In substudy 3, the
constructed framework guided the analysis of an LE redesign process involving
Finnish learners (n = 186) aged 16 to 19 by means of co-design activities, written
student feedback, professional design evaluation, and a student satisfaction survey.
The LED framework and principles developed in this study draw attention to the
importance of flexibility and functionality as well as balancing of critical LE
dimensions, in particular communality with individuality, comfort with health, and
novelty with conventionality. The results also suggest that learner involvement
enhances LE design quality, fosters a participatory culture, and can have positive
impact on learner-centred learning processes as well as learner wellbeing. The LED
framework developed in this study can be employed to guide planning, information
gathering, and evaluation of individual LE co-design initiatives, and to compare and
generalise findings between them. | |
dc.format.extent | 1 verkkoaineisto (81, 30 sivua, 45 numeroimatonta sivua) : kuvitettu | |
dc.language.iso | eng | |
dc.publisher | University of Jyväskylä | |
dc.relation.ispartofseries | Jyväskylä studies in education, psychology and social research | |
dc.relation.haspart | <b>Artikkeli I:</b>Mäkelä, T., Kankaanranta, M., & Helfenstein, S. (2014). Considering
Learners’ Perceptions in Designing Effective 21st Century Learning
Environments for Basic Education in Finland. The International Journal
of Educational Organization and Leadership, 20 (3), 1-13. <i>Manuscript</i>. </i><a href=" http://ijleol.cgpublisher.com/product/pub.264/prod.33"target="_blank"> http://ijleol.cgpublisher.com/product/pub.264/prod.33.</a> | |
dc.relation.haspart | <b>Artikkeli II:</b>Mäkelä, T. & Helfenstein, S. (2016). Developing a Conceptual
Framework for Participatory Design of Psychosocial and Physical
Learning Environments. Learning Environments Research, 19(3), 411-
440. </i><a href=" http://dx.doi.org/10.1007/s10984-016-9214-9"target="_blank"> DOI: 10.1007/s10984-016-9214-9.</a> | |
dc.relation.haspart | <b>Artikkeli III:</b> Mäkelä, T., Helfenstein, S., Lerkkanen, M-K., & Poikkeus, A-M.
(2017). Student Participation in Learning Environment Improvement:
Analysis of a Co-design project in a Finnish Upper Secondary
School. Learning Environments Research, published first online: 24 July
2017. </i><a href=" http://dx.doi.org/10.1007/s10984-017-9242-0"target="_blank"> DOI: 10.1007/s10984-017-9242-0.</a> | |
dc.relation.isversionof | Julkaistu myös painettuna. | |
dc.rights | In Copyright | |
dc.subject.other | psychosocial and physical learning environments | |
dc.subject.other | design framework | |
dc.subject.other | design principles | |
dc.subject.other | educational design research | |
dc.subject.other | participatory design | |
dc.subject.other | student participation | |
dc.subject.other | learning and wellbeing | |
dc.title | A design framework and principles for co-designing learning environments fostering learning and wellbeing | |
dc.type | doctoral thesis | |
dc.identifier.urn | URN:ISBN:978-951-39-7332-2 | |
dc.type.dcmitype | Text | en |
dc.type.ontasot | Väitöskirja | fi |
dc.type.ontasot | Doctoral dissertation | en |
dc.contributor.tiedekunta | Faculty of Education and Psychology | en |
dc.contributor.tiedekunta | Kasvatustieteiden ja psykologian tiedekunta | fi |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.type.coar | http://purl.org/coar/resource_type/c_db06 | |
dc.relation.issn | 0075-4625 | |
dc.relation.numberinseries | 603 | |
dc.rights.accesslevel | openAccess | |
dc.type.publication | doctoralThesis | |
dc.subject.yso | oppimisympäristö | |
dc.subject.yso | sosiaalinen ympäristö | |
dc.subject.yso | psyykkinen ympäristö | |
dc.subject.yso | osallistava suunnittelu | |
dc.subject.yso | käyttäjäkeskeinen suunnittelu | |
dc.subject.yso | oppilaat | |
dc.subject.yso | koululaiset | |
dc.subject.yso | hyvinvointi | |
dc.subject.yso | yhteisöllinen oppiminen | |
dc.subject.yso | yksilöllisyys | |
dc.rights.url | https://rightsstatements.org/page/InC/1.0/ | |