Boys, J; Hazlett, D; (2014) The spaces of relational learning and their impact on student engagement. In: Nygaard, C and Scott-Webber, L and Bartholomew, P and Branch, J, (eds.) Learning Space Design in Higher Education. Libri Publishing: Farringdon, UK.

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Abstract

In this paper, we are interested in developing a rich understanding of what matters about space, particularly for enhancing student engagement and belonging. We will suggest that this first requires an exploration into the relational aspects of learning in order to begin to model the often complicated and diffuse inter-relationships between its cognitive, experiential and emotional dimensions; and second to explore in more depth how these impact on, and are impacted by, material space. We will do this by first outlining what we mean by relational learning, and by student engagement and belonging. We will then propose a relational understanding of material space, aiming to locate learning environments within the larger ‘space’ of learners’ perceptions and experiences more generally. This will be further explored through analyzing a case study that suggests some helpful pointers. Finally, we will offer an outline conceptual model that aims to locate some of the differing qualities of material space across the various dimensions of relational learning. Whilst this model is proposed not as a solution but as a means of encouraging debate, we argue that developing learning spaces that support engagement and belonging as well as effective learning are an important issue for the higher education sector. This is because evidence shows that students’ sense of belonging has a direct impact on their retention and success (Thomas, 2012).

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