Interiors, Affect, and Use: How Does an Academic Library’s Learning Commons Support Students’ Needs?
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Notice bibliographique
Résumé
Abstract Objective – This study sought to identify the learning needs, satisfaction levels, and preferences of students using an academic library’s learning commons. A particular focus was understanding whether the socio-collaborative environment facilitated by the learning commons was aligned with the institutional objectives of supporting intensive study and scholarly work. Methods – A mixed methods sequential explanatory study design was used, in which quantitative findings were supplemented by qualitative findings. Data for the study were drawn from 59 hours of observations documenting behaviors of 9,249 individuals, as well as survey responses from 302 students. Three semi-structured focus groups with 10 students were held to discuss and clarify findings. Results – Behavior mapping and survey data showed that students were largely satisfied with the learning commons and that it was considered a supportive environment for them to complete their stated tasks. Incongruity was observed between the learning commons’ intended and actual use; although 75% of spaces were designated for collaboration, 50% of survey respondents identified independent work as their primary task and 76% of individuals were observed working independently. In focus group discussions, students praised the space for its vibrant ambiance and facilitation of social connections, but acknowledged that more serious study required retreat into quieter spaces found elsewhere in the library. Conclusion – The learning commons is an important and desirable space for students, providing a safe and community-oriented environment that is located in the center of campus. While students deemed the atmosphere successful for fostering social relationships and creating an overall sense of belonging, care needs to be taken to maintain a proper balance between quiet and collaborative spaces. The methods used in this study underscore the importance of gathering data from multiple sources, offering guidance to other libraries seeking to create, re-envision, and assess their learning spaces.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,006 | 0,861 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle