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Adult learning environments: Reques...

Burruss, W. Jinnings, Jr.

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Adult learning environments: Request upon and preferences of interior designers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Adult learning environments: Request upon and preferences of interior designers./
作者:	Burruss, W. Jinnings, Jr.
面頁冊數:	196 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3653.
Contained By:	Dissertation Abstracts International65-10A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3152156
ISBN:	0496124420

Adult learning environments: Request upon and preferences of interior designers.
Burruss, W. Jinnings, Jr.

Adult learning environments: Request upon and preferences of interior designers. - 196 p.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3653.

Thesis (Ed.D.)--Oklahoma State University, 2004.

Scope and method of the study. The present study was undertaken to examine how adult learning spaces are being designed and the degree to which university designers, administrators, and faculty approach their design as a servicescape. The purpose of the study was to describe factors that influence how interior designers approach adult learning space design. The study examined the physical climate, including design requirements related to classroom style, ambient conditions, lighting, color selection, and visual considerations for adults in a learning space. The data were collected based upon theoretical considerations noted in the literature for the design of adult learning spaces. The population surveyed consisted of 77 members of the Association of University Interior Designers of which 39 participated. Data were collected in two areas. One area dealt with what faculty and administrators requested of educational designers when designing adult learning space. The other area dealt with how designers would approach adult learning environment design if they were allowed to design a space without input from administrators or faculty at their institution.

ISBN: 0496124420Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Adult learning environments: Request upon and preferences of interior designers.
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245 1 0 $a Adult learning environments: Request upon and preferences of interior designers.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3653.
500 $a Adviser: Gary Conti.
502 $a Thesis (Ed.D.)--Oklahoma State University, 2004.
520 $a Scope and method of the study. The present study was undertaken to examine how adult learning spaces are being designed and the degree to which university designers, administrators, and faculty approach their design as a servicescape. The purpose of the study was to describe factors that influence how interior designers approach adult learning space design. The study examined the physical climate, including design requirements related to classroom style, ambient conditions, lighting, color selection, and visual considerations for adults in a learning space. The data were collected based upon theoretical considerations noted in the literature for the design of adult learning spaces. The population surveyed consisted of 77 members of the Association of University Interior Designers of which 39 participated. Data were collected in two areas. One area dealt with what faculty and administrators requested of educational designers when designing adult learning space. The other area dealt with how designers would approach adult learning environment design if they were allowed to design a space without input from administrators or faculty at their institution.
520 $a Findings and conclusions. Results indicate that designers consider adult learning to be a service of their institution and also feel that their administrators and faculty consider learning to be a service provided by their institution. Results further indicate that faculty, administrators, and interior designers were in agreement in their selection of design elements and selected those elements that favored a flexible learning environment. However, results of the study also revealed that administrators and faculty lack an understanding or knowledge about the impact that design elements, particularly color, can have on a learning space. When permitted, designers maximize design elements' impact upon learning environments through the use of color, texture, lighting, furnishings, and layout. Overall, designers appear to have a greater awareness than do faculty or administrators of the effects that design elements can have in creating a learning space that is supportive of adult learning.
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