Abstract
In teaching-oriented academic institutions, the focus is often mainly on teaching requirements rather than research components. Frequently, faculty have limited time to engage in research activities, and one of the strategies is to integrate empirical research into the teaching component. The purpose of this two-fold qualitative study was to generate creative learning environment characteristics and an adaptable prototype while engaging students in undergraduate research. The study took place at CIDA accredited interior design department, at American University in Dubai in the United Arabs Emirates. Two sections of twenty-two undergraduate Interior Design students in junior level studio voluntarily participated in the study led by two course instructors. The first step was to introduce the project and its relevance, and to provide background knowledge. Herman Miller Research Center contributed with contents and resources. Students participated in a variety of data gathering. Based on the analysis of the data, spatial layouts were elaborated, facilitating the faculty’s definition of creative learning environment characteristics and adaptable prototypes, shaped as regular modular forms allowing further module addition as the learning identity and its needs grow. As a creative learning environment needs to accommodate a variety of learners and adapt to different learning topologies (Hoy, 2013), three major characteristics were identified: flexibility; comfort and wellbeing; and technology. Students were exposed to an advanced level of research study that has provided preparation for a senior thesis project, while fulfilling program learning objectives.
Author Information
Natalia Albul, American University in Dubai, United Arab Emirates
Annamaria Lambri, American University in Dubai, United Arab Emirates
Paper Information
Conference: ERI2022
Stream: Learner Experience Design
This paper is part of the ERI2022 Conference Proceedings (View)
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To cite this article:
Albul N., & Lambri A. (2022) Creative Learning Environment: A Collaborative Study Defining the Characteristics and the Adaptable Prototype ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2022.7
To link to this article: https://doi.org/10.22492/issn.2435-1202.2022.7
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