Abstract
Current university education faces a rapid paradigm shift driven by factors such as demographic changes, technological innovations like the Fourth Industrial Revolution, and the accelerated transformation of the educational environment due to the COVID-19 pandemic. Traditional lecture-based teaching methods and the corresponding spatial designs have proven inadequate in effectively supporting new educational paradigms like learner-centered education. Against this backdrop, this study aims to restructure university lecture and learning spaces to support the implementation of learner-centered education by analyzing teaching and learning methods, activity types, and proposing design guidelines and improvement strategies for learning spaces. The purpose of this study is to suggest directions for designing learning spaces that reflect the characteristics and needs of learner-centered education. To achieve this, the study theoretically examines learner-centered teaching methods and activity types, identifies the spatial characteristics and components necessary for restructuring university learning spaces, and conducts field surveys at lecture rooms and learning support spaces in seven universities located in Seoul. Additionally, it investigates learner requirements to derive practical improvement strategies for spatial design. The findings indicate that the design of spaces supporting learner-centered education requires the reconfiguration of unit spaces based on seven spatial characteristics, including flexibility, adaptability, and connectivity. This study provides cluster-based spatial design guidelines and application cases to support learning activities, serving as foundational resources for improving the environment of university lecture and learning spaces.
Presenters
Eunjung KimPost-Doc, Service Design Based Glocal Social Innovation Educational Research Team, Dongseo University, Busan Gwang'yeogsi [Pusan-Kwangyokshi], South Korea
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Architectonic, Spatial, and Environmental Design
KEYWORDS
Learner-centered education, University learning spaces, Spatial restructuring, Teaching and learning
