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Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-26863
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dc.contributor.authorWheele, Theresa-
dc.contributor.authorWeber, Clara-
dc.contributor.authorWindlinger, Lukas-
dc.contributor.authorHaugen, Tore-
dc.contributor.authorLindkvist, Carmel-
dc.date.accessioned2023-02-09T13:44:30Z-
dc.date.available2023-02-09T13:44:30Z-
dc.date.issued2023-01-
dc.identifier.issn2075-5309de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/26863-
dc.description.abstractStudent 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.de_CH
dc.language.isoende_CH
dc.publisherMDPIde_CH
dc.relation.ispartofBuildingsde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectSocial connectednessde_CH
dc.subjectHybridde_CH
dc.subjectStudent experiencede_CH
dc.subjectLearning environmentde_CH
dc.subjectPlacemakingde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.titleA narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environmentsde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementLife Sciences und Facility Managementde_CH
zhaw.organisationalunitInstitut für Facility Management (IFM)de_CH
dc.identifier.doi10.3390/buildings13020339de_CH
dc.identifier.doi10.21256/zhaw-26863-
zhaw.funding.euNode_CH
zhaw.issue2de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.start339de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume13de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedWorkplace Managementde_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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.


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