Exploring student perceptions of the role of the learning commons in academic success : a qualitative, exploratory single case study at a midsize community college.

Many academic libraries transitioned to a learning commons model that incorporated technology, support services such as tutoring, and coffee shops or cafés beginning in the 1990s. While these models were credited with bringing more students into the library space, it was unclear whether students perceive the changes as beneficial to their academic success. As Bennett (2015) shared, there was a disconnection between the learning commons model that can overemphasize the things of learning—the technologies and applications that promise to simplify learning tasks—and the purpose of the academic library in meeting the learning mission of the college or university. Moreover, most studies focused on student perceptions of the learning commons at universities, leaving out the experiences of students attending community colleges. This study addressed the lack of understanding of the community college student perceptions of the value of the learning commons in contributing to academic success. I selected Cunningham and Tabur's (2012) hierarchy of learning space attributes as the framework that guided data collection protocols and analysis. Seven student interviews, 98 photographic images captured by student participants, and 15 observations collected over a six-week period comprised the data sources. Data analysis answered the research question: what are students' perceptions of the importance of the learning commons space attributes related to access and linkages, uses and activities, sociability, and comfort and image to their academic success? I identified four overarching key findings. First, students will avoid spaces they perceive are not for them. Second, the value of the learning commons is in serving diverse needs. Third, students crave and find connections to both people and the physical space of the learning commons. Fourth, students thrive in calm, productive environments. Together, these findings suggested changes to the design and administration of the community college learning commons with greatest relevance to community college learning commons deans and directors and community college administrators. I offered six implications and 11 recommendations to maintain the centrality of the learning commons space to academic pursuits while recognizing the benefits of serving multiple purposes in one location.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2024

Author dc:creator

• Ruelle, Margaret Ellen (Maggie Ellen), 1983-

Advisor dc:contributor.advisor

• Earl, Julia Collier.

• Learning commons.
• Learning spaces.
• Community college students.
• Higher education.
• Academic libraries.
• Space design and usage.
• Student success.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13168

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13168