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|Title:||The Impact of a Window in the Classroom on Learning as Perceived by Students and Teachers|
|Abstract:||Perceptions of the impact of a window in the classroom on learning at a large urban college were explored in a qualitative study involving 20 students, teachers, and administrators. Their perceptions indicated many benefits from a properly placed window and, in particular, from the light from a window. A window in the class contributed to increased concentration, alertness, and the motivation to learn. Conversely, without daylight participants found they were tired, disoriented, sad and less able to learn. The view from a window, ideally of nature, provided a mental break to help re-focus on learning, while a busy view was found to be a distraction to learning and possibly a greater distraction for auditory learners or those with an auditory dysfunction. The window was considered a possible exit that made participants feel safe, rather than trapped. An operable window was thought to control temperature and ventilation, and to provide a healthier classroom environment. A classroom without an operable window was considered unhealthy and claustrophobic. The study concluded that participants related a classroom window to a sense of health and safety that is needed for learning to take place. The findings of this study recommend providing an operable window in a classroom to provide daylighting, additional ventilation and optimally, a view of nature.|
|Description:||Report in .pdf format.|
|Appears in Collections:||Construction|
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|MSlopack_Final_Capstone_Report.pdf||284.33 kB||Adobe PDF|
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