The affordances of innovative learning environments for deep learning: educators’ and architects’ perceptions

Abstract

Recent learning environments research conducted in Australasia reports positive correlations between innovative learning environments (ILEs) and students’ deep learning. Yet, understandings about how ILEs may support teachers’ professional practice and students’ learning activities are limited, with little research having been conducted into how different spatial affordances may—or may not—enhance opportunities for effective teaching and learning. This study investigated the affordance for learning perceptions of educators and architects with respect to the action possibilities for deep learning in both ILEs and more traditional classrooms. The study identified a taxonomy of affordances foun..