INFLUENCES OF INFORMAL COLLABORATIVE LEARNING ENVIRONMENTS ON THE LEARNING OUTCOMES OF STUDENTS

Collaborative learning has recently become widely accepted as an effective and beneficial learning strategy. In response to this, architects and designers have shifted the way they design learning environments that not only provide opportunity for collaboration, but also encourage it. The purpose of this research study was to investigate these new informal collaborative spaces that are rapidly growing in popularity in new educational environment designs.
To understand how the informal learning environments promote collaboration and assist students in successfully learning the subject matter being introduced in their formal classroom, the research team employed mix methods approach including qualitative and quantitative methods of research. The qualitative methods this team utilized include: 1) literature reviews; 2) precedent analysis, 3) observation of informal learning environments where collaborative project work is conducted, (Observations were conducted in multiple locations), and 4) The interviewing students working in collaborative environments.
For quantitative research, the research team developed a survey instrument and distributed it using social media among university students within the age range of 18-28. Data collected was analyzed and compared with the findings from observations and interviews to see if survey findings correlate with what could be observed.
This research team’s findings suggest that informal collaborative learning environments create the opportunity for collaboration, and positively influences the learning outcomes of students. It fosters interpersonal relationships, promote higher achievement, and improved test scores. Students enjoyed studying together, were able to study longer, and overall felt the all the benefits of collaboration provided by informal learning environments outweighed any of its weaknesses. In this paper, these research team shares their research methods and findings.