Using a Student-Generated Survey to Inform Planning For a User-focused Learning Commons

Oct 15, 2026

Uploaded by dawugda

A planning report for an academic learning commons at a master’s comprehensive university describes how user-focused patron needs can be identified through a structured student survey. The process includes literature review, site visits, expert consultations, campus discussions, and survey data collection. Findings show students prioritized assistance with information processing needs, translating learning-outcome priorities into service design.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Why a Learning Commons?

Description of University of Massachusetts Dartmouth Library

Using a Student-Generated Survey to Inform Planning For a User-focused Learning Commons By Sharon A. Weiner and John M. Weiner Abstract A master’s comprehensive University is planning a learning commons to support undergraduate learning. The planning process included a literature review, site visits to commons, consultations with experts in the field, discussions with campus specialists, and surveys of patrons. The literature reports two primary forms of data gathering for learning commons: interview/observation and purposive surveys. This report describes the findings of a survey conducted to determine students’ perceptions of services relevant in learning commons. The findings indicated that the students wanted help with their information processing needs. Introduction To support undergraduate learning at the University of Massachusetts Dartmouth, the Library planned a learning commons as part of an extensive renovation project. The planning process included a review of the education and library literature, site visits to existing commons, consultations with experts in the field, involvement of key campus stakeholders, and survey data. This article is a report of a pilot survey conducted to engage students in the planning process and identify their needs related to a learning commons from a student perspective. This survey was developed and administered with the assistance of undergraduate students in introductory statistics courses. Why a Learning Commons? Institutions of higher education are changing their educational approach from a “teaching” paradigm to a“learning” paradigm. This transformation requires an emphasis on student learning outcomes; the inclusion of faculty as well as other campus professionals as partners in student learning; the seamless integration of technology in learning; and acknowledgement that learning occurs through all aspects of a student’s college experience 1. These changes in higher education as well as rapid advances in technology have prompted modifications to the structure, functions, and services offered by academic libraries2,3,4,5,6,7 . The library has a significant role in the learning process, infact, it “may be the most important observation post for studying how students really learn. If the core competency of the university is the capacity to build collaborative spaces, both real and intellectual, then the changing nature of the library may be a paradigm for the changing nature of the university itself”8. There is recognition that libraries should engage in ongoing self-evaluation to ensure that they provide sufficient support for learning modalities9,10,11,12 . The academic library is a core resource for learning, and “the library staff should be considered as important to teaching as are classroom teachers”13. Faculty and librarians who work together on library-based learning can stimulate positive learning experiences for students. Some characteristics of a “good learning experience” are that: it helps to develop information literacy competency; it is customized to the student’s immediate needs and learning style; and it occurs in anon-threatening environment 14. One innovative concept for space, services, and operations to support undergraduate learning developed during the last twenty years is the“learning,”“information,” or “knowledge commons.”While the mix varies by site, a commons integrates traditional library services with other learning support services on a campus, such as information processing, tutorial services, report preparation, enhanced technology, and preparation of visual displays15,16,17,18,19 . The design of an information commons facilitates interaction and serendipitous learning20. A learning commons differs from an information commons because it focuses on the creation of knowledge over the transmission of knowledge21. A learning commons is “clearly and explicitly aligned strategically with the institution-wide vision and mission—that

FAQs

What is the purpose of the learning commons planning described in the document?

To support undergraduate learning and to inform service planning using student perceptions gathered through a pilot survey.

How was the survey developed and administered?

The survey was developed and administered with the assistance of undergraduate students in introductory statistics courses, and collected data from patrons for planning.

What did the survey findings indicate students wanted?

Students wanted help with their information processing needs related to services in the learning commons.

Oct 15, 2026

Uploaded by dawugda