Optimal Classroom Experience Ph D research project of

Optimal Classroom Experience Ph. D research project of TU/e and Hanze UAS Henk W. Brink Ph. D student / senior lecturer Facility Management Department of the Built Environment

Optimal Classroom Experience (OCE) Ph. D research project of TU/e and Hanze UAS Henk W. Brink Ph. D student / senior lecturer Facility Management Department of the Built Environment

Involved parties / persons • • Prof. dr. Helianthe Kort, supervisor (TU/e, HU) Dr. Mark Mobach, first supervisor (HG, HH) Dr. Marcel Loomans, second supervisor (TU/e) Henk W. Brink MSc, Ph. D student (TU/e, HG) 3 Optimal Classroom Experience

Curriculum Vitae Henk W. Brink, MSc, Ph. D student (TU/e, HG) • Bachelor Facility Management (HG) • European Master of Facility Management (University of Greenwich) Work experience • Senior Lecturer Facility Management / Researcher Facility Management, Knowledge Centre Northern Area Development • Facility Manager Project Manager Shared Service Centre Police Department Northern Netherlands for facility services / Forerunner of the National Police Force • Commercial Office Employee and Project Manager, Ahrend Inrichten • Employee Food and Beverage department, The Lodge at Vail, Orient-Express Hotels, Colorado USA 4 Optimal Classroom Experience

Ph. D research project Focus on: • 5 • Indoor environmental conditions (Frontczak & Wargocki, 2011): • indoor air quality (IAQ) • thermal comfort • acoustic comfort • visual comfort Classrooms higher education • Educational outcome Optimal Classroom Experience

Current situation Interesting facts: 6 • Research over the last decade at schools shows that classroom conditions are far from optimal and in some cases even unhealthy and affect the performance of teachers and students negatively (Wargocki & Wyon, 2017; De Gids, 2007; Shaughnessy et al. , 2006; Tiesler & Oberdörster, 2006; EPA, n. d. ). • The Dutch Community Health Services of Groningen (GGD, 2009) has recently investigated the quality of the IAQ at schools. This research shows that levels of carbon dioxide concentrations were classified as unacceptable in 97% of the classrooms of secondary schools and in 86% of the classrooms of primary schools • No indication that the situation is different in higher education Optimal Classroom Experience

Definition of a school climate (Wang & Degol, 2016) 7 Optimal Classroom Experience

Influence of the indoor environment on educational outcome An introduction: • Environmental adequacy indicates the physical characteristics of the facility, such as temperature, lighting, sound, and maintenance. • An optimal learning environment requires appropriate heating and air conditioning, ample forms of lighting, necessary acoustical control, and upkeep of maintenance • The quality of physical features affects teaching effectiveness and instructional practices which in turn affect student achievement. Wang, M. T. , & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315 -352. 8 Optimal Classroom Experience

Assessment of quality Following the Donabedian (1988) approach Donabedian, A. (1988). The quality of care: how can it be assessed? . Archives of pathology & laboratory medicine, 121(11), 1145. Retrieved from https: //pdfs. semanticscholar. org/27 c 2/0 b 4 fc 86 a 37 ddd 07 a 4 e 6 dc 49 a 3569 ac 0937 d 3. pdf 9 Optimal Classroom Experience

Quality criteria in education, three categories Laevers (1994) Laevers, F. (1994). The innovative project Experiential Education and the definition of quality in education. Defining and assessing quality in early childhood education, 159 -172. Retrieved from https: //books. google. nl/books? hl=nl&lr=&id=97 y. ZEEc 2 u. BIC&oi=fnd&pg=PA 159&dq=%22 definition%22+AND+%22 educational+environment%22&ots=x. Hfse. Ej. UIv&sig=ij 8 l. OMxuzy 9 t. QJx. Fwzmf 87 g. R 05 w 10 Optimal Classroom Experience

OCE Conceptual framework <- Structure -> 11 <- Optimal Classroom Experience Proces -> <- Outcome ->

OCE main research question To what extend supports the Dutch standards related to indoor environmental conditions for classrooms the alertness and vitality of teachers and students in higher education, the quality of the lessons and knowledge transfer (dissemination, absorption), and education outcome (knowledge, skills)? And can education outcome be positively influenced when state of the art innovations are applied to improve the indoor environment in classrooms in higher education? Optimal Classroom Experience

Research questions (1) • • • What is the influence of the indoor environment on teachers and students in higher education? (desk research) What is the influence on users, interactions, and outcome in a controlled setting when quality class B specifications will individually be improved to quality class A specifications? (quantitative, experimental and control groups) How can an ideal indoor environment be created in a standard classroom (Structured group communication process) Optimal Classroom Experience

Research questions (2) • • What is the influence on users, interactions, and outcome in a controlled setting when a classroom that meets quality class A specifications will individually be improved to a state of the art classroom (quality class A+)? (quantitative, experimental and control groups) How effective are the Dutch specifications for the indoor environment with respect to the educational process and how can the outcome be improved and translated into a practicebased specification and measurement tool for higher education? (desk research, practice-based tests, interviews) Optimal Classroom Experience

End of presentation 15 Optimal Classroom Experience 17 mei 2018, Lectoraat FM

Influence of the indoor environment on educational outcome An introduction: • Thermal conditions are important, they influence the performance or attendance of students and may even cause health risks (Mendell & Heat, 2005) • The presence of daylight improves student performance (Heschong et al. , 2002) • Eye symptoms and tiredness were more common at lower lightning levels in schools (Sahlberg et al. , 2002) • Treasure (2007) has argued that poor acoustics may have negative effects on teacher-student interactions: students can potentially miss 50% of teachers’ communication 16 Optimal Classroom Experience