A narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environments

Wheele, Theresa; Weber, Clara; Windlinger, Lukas; Haugen, Tore; Lindkvist, Carmel

doi:10.3390/buildings13020339

Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-26863

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	A narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environments
Authors:	Wheele, Theresa Weber, Clara Windlinger, Lukas Haugen, Tore Lindkvist, Carmel
et. al:	No
DOI:	10.3390/buildings13020339 10.21256/zhaw-26863
Published in:	Buildings
Volume(Issue):	13
Issue:	2
Page(s):	339
Issue Date:	Jan-2023
Publisher / Ed. Institution:	MDPI
ISSN:	2075-5309
Language:	English
Subjects:	Social connectedness; Hybrid; Student experience; Learning environment; Placemaking
Subject (DDC):	378: Higher education
Abstract:	Student social connectedness is indicated to be changing with the increasing digitalisation of universities. This narrative literature review aims to bring new meanings to the hybrid university learning environment (HULE), and to develop a framework for the benefit of student social connectedness by using placemaking theories. It searches through the academic literature for evidence of experience with three attributes of social connectedness: socialising, social support, and sense of belonging, in relation to individuals’ sense of place, bringing a range of outcomes, such as identity development, which might contribute to improved social connectedness. This is then expanded in the HULE by looking at the physical and online spaces, with a focus on liminal space and co-design. The findings show that an overly rigid structure of the HULE can cause negative student social connectedness, with co-design being proposed as a way of creating a tailored and connected learning experience. However, this is underdeveloped for learning environment needs and could be enhanced by applying placemaking theories to map levels of student social connectedness in the physical location and in the more-than-real ‘non-places’. This provides an innovative perspective of the HULE based on student social connectedness, impacting the existing pedagogical approach for university courses.
URI:	https://digitalcollection.zhaw.ch/handle/11475/26863
Fulltext version:	Published version
License (according to publishing contract):	CC BY 4.0: Attribution 4.0 International
Departement:	Life Sciences and Facility Management
Organisational Unit:	Institute of Facility Management (IFM)
Appears in collections:	Publikationen Life Sciences und Facility Management

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Wheele, T., Weber, C., Windlinger, L., Haugen, T., & Lindkvist, C. (2023). A narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environments. Buildings, 13(2), 339. https://doi.org/10.3390/buildings13020339

Wheele, T. et al. (2023) ‘A narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environments’, Buildings, 13(2), p. 339. Available at: https://doi.org/10.3390/buildings13020339.

T. Wheele, C. Weber, L. Windlinger, T. Haugen, and C. Lindkvist, “A narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environments,” Buildings, vol. 13, no. 2, p. 339, Jan. 2023, doi: 10.3390/buildings13020339.

WHEELE, Theresa, Clara WEBER, Lukas WINDLINGER, Tore HAUGEN und Carmel LINDKVIST, 2023. A narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environments. Buildings. Januar 2023. Bd. 13, Nr. 2, S. 339. DOI 10.3390/buildings13020339

Wheele, Theresa, Clara Weber, Lukas Windlinger, Tore Haugen, and Carmel Lindkvist. 2023. “A Narrative Literature Review Using Placemaking Theories to Unravel Student Social Connectedness in Hybrid University Learning Environments.” Buildings 13 (2): 339. https://doi.org/10.3390/buildings13020339.

Wheele, Theresa, et al. “A Narrative Literature Review Using Placemaking Theories to Unravel Student Social Connectedness in Hybrid University Learning Environments.” Buildings, vol. 13, no. 2, Jan. 2023, p. 339, https://doi.org/10.3390/buildings13020339.