The impact of learning commons on students’ perceptions and learning outcomes : a mixed methods study

Abstract

In the past two decades, many academic institutions have invested significantly on new spaces to enhance student learning. Among these efforts, the learning commons (LC) model is one of the popular concepts adopted to create versatile and conducive informal learning spaces for individual and group activities. However, only limited research projects have been reported regarding the impact of these spaces on student learning and even fewer of them were conducted on the basis of a theoretical framework. Through a mixed methods approach, this research analyzed student perceptions on the LC model and explored the impact of this model on student learning outcomes including development of intentional learning behaviours and collaborative problem solving (CPS)—a type of 21st century skill highly related to the design intent of LC. The scope of research mainly covered two LC facilities established in a university in Hong Kong for the local curriculum reform in 2012/13. The target groups were undergraduate and postgraduate students from all disciplines with very diverse ethnic background, allowing comparative analysis of the results demographically. A user survey based on a research model developed with the expectation disconfirmation theory (EDT) was conducted to solicit quantitative data in the first study. Responses from 388 students were subjected to partial least squares structural equation modeling (PLS-SEM) analysis. In phase two of the same study, qualitative data were collected for the sake of triangulation and complementarity from 52 students volunteered to participate in subsequent semi-structured interviews and observations. With the aid of two empirically validated developmental progressions for cognitive and social skills in CPS, 10 interviews and nine observations were conducted for 14 groups of students who used group discussion facilities on campus especially those in the LC. The PLS-SEM analysis for the first study suggested that EDT could be applied in the domain of LC research, and that the degree to which students’ expectations were confirmed affected their degree of perceived quality of and satisfaction with LC. Both perceived quality and satisfaction appeared to have a positive impact on psychological outcomes which might help to produce behavioral changes resulting in various benefit outcomes. The qualitative data from both studies successfully triangulated and complemented the findings on key behaviours, needs, and perceptions of students in using LC as individuals or a group. Some major factors affecting students’ perceptions and learning outcomes associated with their use of LC were also identified in this research. In general, tools and technology, proximity and connectivity to other locations of activity, layout and furnishing were mentioned the most by interviewees. Findings of the second study indicated that LC discussion facilities did have positive impact on group learning and development of CPS skills. It was also confirmed that formal setting, reservation requirement, acoustics, computing equipment, visual display facilities and network connectivity were major contributing factors of these facilities. Based on findings of the two studies, a framework was proposed to analyze services and facilities of LC or other informal learning spaces using an interdisciplinary approach with nuanced perspectives from the domains of learning environment, educational psychology, and environmental psychology.