Beyond The Lecture Hall: Exploring Informal Learning Spaces as Catalysts for Interpersonal Relationships, Student Well-Being and Campus Satisfaction in Higher Education Institutions

Year 2024, Volume: 11 Issue: 2, 37 - 56, 01.03.2024

Monika Maciuliene Gintarė Gulevičiūtė Aelita Skaržauskienė

https://doi.org/10.17275/per.24.18.11.2

Abstract

Informal learning spaces have gained recognition as catalysts for student co-creation and engagement in higher education institutions. This study investigates the relationship between the availability and accessibility of informal learning spaces on campus and its influence on university belongingness, interpersonal relationships, student well-being, and university campus satisfaction. Mixed-method approach incorporating interviews and survey has been used in the study. Through qualitative research methods, including interviews with stakeholders, we explored the informal learning spaces at Mykolas Romeris University (MRU). The findings highlight that MRU offers a variety of spaces for both collaborative and focused learning, which are characterized by inclusivity, accessibility, digitalization, and availability for students. Guided by two research hypotheses, the quantitative part of the study examines the extent to which the availability and accessibility of informal learning spaces impact these key variables. The survey revealed a positive perception among respondents regarding the availability, accessibility, and satisfaction with informal learning spaces. Moreover, the study indicates that higher availability and accessibility of informal learning spaces on campus can significantly influence students' university belongingness and well-being. This paper contributes to the field by examining informal learning spaces from a holistic perspective that encompasses both students and stakeholders.

Keywords

informal learning spaces, higher education, social inclusion, students' well-being

Supporting Institution

European Commission

Project Number

2021-1-AT01-KA220-HED-000032122

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