A Study On Learners' Perceptiveness of Transitional Spaces As Informal Academic Learning Space in Ungku Omar Polytehnic

Abstract

Currently, the expansion of ICT changeover in teaching pedagogies highlights the critical need to change learning perspectives more towards collaborative and self-regulated learning. The impact of learning ambient turn more notable due to education revolution 4.0. Consequently, there are prerequisites establishing an ideal informal academic learning space that fosters learner-centered pedagogy. Furthermore, learner-centered learning necessitated that a notable amount of learner’s learning time is anticipated to be spent outside-classroom. This fact elucidates the demand for exploring the transitional spaces as informal academic learning spaces, namely, semi-outdoor transitional spaces: courtyard, terrace, porch and external corridors. This study infuses case study research and quantitative data collection. Consequently, the research is based on a survey questionnaire that was participated by 300 diploma learners from diploma academic programmes in Ungku Omar Polytechnic. The paper provides insight for future evaluation of higher education informal learning spaces by analysing the relationships between the semi-outdoor informal academic learning space and the transitional space attributes. The finding reveals that interaction attributes contribute the highest prediction on learners’ perception of semi-enclosed informal academic learning space followed by aesthetics, comfort, ICT facilities, semi-privacy, and privacy. Unfortunately, autonomy attributes do not predict learners’ perceptions towards informal academic learning space. This study grants a profound insight centred upon learners’ perspective on the spatial alignment of education 4.0 learning ecosystem can be configured to enhance collaborative and self-regulated learning activities by distinguishing the critical preference of informal academic learning space.