Focus and Scope
A peer-reviewed, open-access journal published biannually, The Journal of Learning Spaces provides a scholarly, multidisciplinary forum for research articles, case studies, book reviews, and position pieces related to all aspects of learning space design, operation, pedagogy, and assessment in higher education.
We define learning as the process of acquiring knowledge, skill, or understanding as a result of study, experience, or teaching.
Learning spaces are designed to support, facilitate, stimulate, or enhance learning and teaching. Learning spaces encompass formal, informal, and virtual environments:
- formal: lecture halls, laboratories, traditional classrooms
- informal: learning commons, multimedia sandbox, residential study areas, huddle rooms
- virtual: learning management systems, social media websites, online virtual environments
We invite submissions of practical and theoretical works from practitioners and academics across a wide range of subject disciplines and organizational backgrounds, including Architecture, Interior and Product Design, Education, Information and Library Science, Instructional Technology, Sociology, and Student and Residential Life. Submissions should focus primarily on learning spaces and their impact on or relationship to teaching and learning.
Section Policies
Research Manuscripts
 Open Submissions |
Indexed |
Peer Reviewed |
Position Pieces
| Open Submissions |
Indexed |
Peer Reviewed |
Case Studies
| Open Submissions |
Indexed |
Peer Reviewed |
Book Reviews
| Open Submissions |
Indexed |
 Peer Reviewed |
Learning Space Spotlight
| Open Submissions |
Indexed |
Peer Reviewed |
Field Reports
| Open Submissions |
Indexed |
Peer Reviewed |
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
This work is licensed under a
Creative Commons Attribution 3.0 Unported License.
