A framework for exploration of relationship between the psychosocial and physical learning environment

Siebren Baars, Gonny L.M. Schellings, Sukanya Krishnamurthy, J.P. Joore, Perry J. den Brok, Pieter J.V. van Wesemael

Onderzoeksoutput: Bijdrage aan tijdschriftTijdschriftartikelAcademicpeer review

Samenvatting

In order to construct a shared body of knowledge, research involving the relationship between the psychosocial learning environment (PSLE) and the physical learning environment (PLE) needs a commonly-accepted conceptual framework. By means of a thematic literature review, we collected the main aspects of the PSLE and PLE, their definitions and their relations as identified by earlier research. These findings led to a conceptual framework that structures the dimension of the PSLE into the sub-dimensions of personal development, relationships, and system maintenance and change, and the dimension of the PLE into the sub-dimensions of naturalness, individualisation, and stimulation. For each of these sub-dimensions, the framework distinguishes an intended, implemented and attained representation. A conceptual PSLE-PLE Relationship (PPR) model enables relations to be visualised. The review confirms that PSLE and PLE are interrelated in interactions between different sub-dimensions and their representations. However, evidence regarding these relationships is still weak because of the limited number of studies and their methodological limitations.

Originele taal-2Engels
Pagina's (van-tot)43-69
Aantal pagina's27
TijdschriftLearning Environments Research
Volume24
Nummer van het tijdschrift1
DOI's
StatusGepubliceerd - 12 mei 2020

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