Please use this identifier to cite or link to this item:
|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|
|Publisher / Ed. Institution:||MDPI|
|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.|
|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|
Files in This Item:
|2023_Wheele-etal_Narrative-literature-review_student-social-connectedness-HULE.pdf||1.01 MB||Adobe PDF|
Show full item record
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, 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.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.