Educating Boundary Crossing Planners: Evidence for Student Learning in the Multistakeholder Regional Learning Environment

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Abstract

The regional learning environment (RLE) embeds planning student learning in a real-world participatory planning process. This study investigates the effectiveness of the RLE and its “boundary crossing” design characteristics with respect to student learning. The quasi-experimental study combines a quantitative competence test (N = 225) with qualitative student and teacher learning reports. The RLE, in general, stimulates planning students’ learning. “Working in multidisciplinary student groups” and “high coaching intensity” have specific added value for learning. “Intense student–stakeholder collaboration” does not significantly improve learning; however, qualitative data indicate this to be a powerful boundary crossing design principle of the RLE.
LanguageEnglish
Pages360-373
JournalJournal of Planning Education and Research
Volume39
Issue number3
Early online date3 Dec 2017
DOIs
Publication statusPublished - Sep 2019

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learning environment
student
learning
evidence
planning
coaching
planning process
value added
boundary crossing
stakeholder
teacher
experimental study
Group

Keywords

  • authentic learning environment
  • boundary crossing
  • competence development
  • multidisciplinary
  • multistakeholder
  • planning education

Cite this

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title = "Educating Boundary Crossing Planners: Evidence for Student Learning in the Multistakeholder Regional Learning Environment",
abstract = "The regional learning environment (RLE) embeds planning student learning in a real-world participatory planning process. This study investigates the effectiveness of the RLE and its “boundary crossing” design characteristics with respect to student learning. The quasi-experimental study combines a quantitative competence test (N = 225) with qualitative student and teacher learning reports. The RLE, in general, stimulates planning students’ learning. “Working in multidisciplinary student groups” and “high coaching intensity” have specific added value for learning. “Intense student–stakeholder collaboration” does not significantly improve learning; however, qualitative data indicate this to be a powerful boundary crossing design principle of the RLE.",
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