An ecological approach to understanding transitions and tensions in complex learning contexts

TL;DR

This paper explores how students transition between formal and informal learning spaces in STEM education using an ecological approach.

Contribution

The study introduces an ecological approach to examine transitions and tensions in student-centered active learning environments.

Findings

Quantitative and qualitative data revealed patterns of student engagement in formal and informal learning spaces.

Ecological analysis uncovered spatial, pedagogic, and agentic transitions and tensions among students.

Findings informed institutional modifications to support active learning pedagogy.

Abstract

The move away from transmission-based lecturing toward a more student-centred active learning approach is well evidenced in STEM higher education. However, the examination of active learning has generally remained confined to formal timetabled contexts, with assumptions made that students independently manage the transition between timetabled and non-timetabled learning. This paper introduces research findings from a mixed methods study that used an ecological approach when investigating student transitions between a formal lecture theatre and adjacent informal breakout space in a UK STEM university. Using quantitative occupancy monitoring data to analyse usage patterns of both spaces, in combination with qualitative ethnographic observations and field interviews, permitted a purposeful exploration of student engagement with transitions within and between the two learning spaces. The ecological approach aided the discovery of spatial, pedagogic and agentic transitions and tensions, which subsequently informed strategic modification of space across the institution to facilitate the adoption of active learning pedagogy.

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