The Physical Dimensions of the Home Learning Environment and Its Impact on Young People's Learning Motivations
Saved in:
| Title: | The Physical Dimensions of the Home Learning Environment and Its Impact on Young People's Learning Motivations |
|---|---|
| Language: | English |
| Authors: | Ana Rute Costa (ORCID |
| Source: | Cogent Education. 2024 11(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Family Environment, Home Schooling, Physical Environment, COVID-19, Pandemics, Learning Motivation, Space Utilization, Foreign Countries, Late Adolescents, Structural Elements (Construction), Educational Environment, Student Attitudes, Socialization, Peer Influence, Adjustment (to Environment), Student Experience, Secondary School Students |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/2331186X.2024.2322862 |
| ISSN: | 2331-186X |
| Abstract: | This article brings a novel perspective to the relationship between the physical dimensions of Home Learning Environments (HLE) and young people's learning motivations during COVID-19 pandemic in UK. The architectural/physical focus of this investigation helps orient the reader to the literature/expertise I draw on. Based on 28 young people (16-18 years-old), the article evidences that comparing the HLE with the School Learning Environment (SLE), participants recognised the value of peer pressure and social learning environment to enhance learning motivations. Most participants found little use in home-schooling and wanted to return to in-person teaching. Students who adjusted the physical dimensions of the HLE were more motivated, especially if they had a private, semi-dedicated, or dedicated HLE. The article ends by exploring how the home-schooling experience during the COVID-19 pandemic offers an opportunity to re-imagine HLE as a complementary learning environment to SLE, motivate young people to learn and support independent learning activities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453567 |
| Database: | ERIC |
| Abstract: | This article brings a novel perspective to the relationship between the physical dimensions of Home Learning Environments (HLE) and young people's learning motivations during COVID-19 pandemic in UK. The architectural/physical focus of this investigation helps orient the reader to the literature/expertise I draw on. Based on 28 young people (16-18 years-old), the article evidences that comparing the HLE with the School Learning Environment (SLE), participants recognised the value of peer pressure and social learning environment to enhance learning motivations. Most participants found little use in home-schooling and wanted to return to in-person teaching. Students who adjusted the physical dimensions of the HLE were more motivated, especially if they had a private, semi-dedicated, or dedicated HLE. The article ends by exploring how the home-schooling experience during the COVID-19 pandemic offers an opportunity to re-imagine HLE as a complementary learning environment to SLE, motivate young people to learn and support independent learning activities. |
|---|---|
| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2024.2322862 |
