Theses and Dissertations
Date of Award
2016
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Anymir Orellana
Committee Member
Gisele Waters
Committee Member
Lynne Schrum
Keywords
physical learning environment, online, formal learning spaces, graduate students, equivalency theory, ergonomics
Abstract
Studies have identified a positive relationship between physical space and student learning. However, little research exists about the characteristics of online graduate students’ physical learning environment.
The purpose of the study was to understand how online graduate students identify the characteristics of their physical learning environment. Equivalency theory and the science of ergonomics guided the study.
A descriptive case study design with multiple data collection methods was used. Participants were 10 online graduate students, all working adults (60% female, most between 45 and 64), at a single university. Four research questions guided the study: (a) Where do online graduate student spend the majority of their time working on specific learning and research activities, such as completing assignments, projects, and examinations; participating in discussion forums; and conducting Internet research? (b) How do online graduate students describe their physical learning environment in terms of light, temperature, furniture, and noise? (c) What equipment, such as hardware and networking capabilities, do online graduate students use to complete their learning and research activities? (d) What elements of the physical learning environment (light, temperature, furniture, and noise) do online graduate students find most difficult to manage while learning online, and how do they overcome the challenges of these environmental factors? Data were collected via an online questionnaire, telephone interviews, and photographs.
Findings revealed that home was the primary location participants spent the majority of their time working on specific learning and research activities. Most used overhead lighting, preferred temperatures between 68 and 74°F, sat in chairs at desks, and heard many types of noise. The majority used laptops with Wi-Fi as Internet connection. The most difficult elements to manage were family responsibilities, inadequate workspace, and inappropriate equipment. Participants overcame those challenges with various innovations. Findings also showed that no participants received university information to help design their learning environments for maximum effectiveness.
NSUWorks Citation
Althea Alphonse-Prescott. 2016. The Physical Learning Environment of Online Graduate Students. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (866)
https://nsuworks.nova.edu/fse_etd/866.