Alan Calder
	Kate Elder

The design of learning environment space and the nature of student and staff interactions are important factors influencing successful independent learning. As university campuses evolve, student precincts must be planned to facilitate student engagement, social interaction and supportive learning communities. All key academic support services were integrated in a purpose-built building on the Cairns campus of James Cook University in 2000. The building currently houses library resources, IT support, disability and student equity resources, educational developers, and a Learning Centre that serves as a base for learning support including a Student Mentor Program. Specific learning spaces also include an InfoHelp Desk, Learning Advice Corner, group study rooms, open space collaborative areas and individual workstations.

Tuan (1974) has explained how people develop affective bonds with a place or setting, whilst other researchers identify the need for an increased acknowledgement by institutions of the importance of learning spaces and resources “to understand better how learning does take place and the role of physical space in the learning process” (Chism & Bickford, 2002, p. 95). It is argued that changes from transmission models of teaching to constructivist thinking, “where teachers serve as facilitators for active student engagement, where learning occurs in many locations, and where power is distributed across actors”, means that “learning space needs are seen to be far more dynamic and situational” (Chism, 2002, p. 10). Common factors amongst the many principles put forward by educators regarding effective learning spaces, include a stress on flexibility, access to technology and interaction support as well as a match to learning goals (Chism & Bickford, 2002, p. 93).

This presentation reports on how students use the various learning spaces available to them in the Cairns Library building and explores the different levels of peer and staff interactions that occur. The research involved tracking of student movement with reflective diaries; analysis of traffic flow and computer login data; and text analysis of focus group meetings with students. A picture emerges of complex interpersonal interactions, an abundance of independent peer learning communities and student movement to specific learning spaces according to academic and social needs. The study suggests all stakeholders within such integrated learning environments should continue to experiment, be responsive to the way students ‘vote with their feet’ and continually look for creative and flexible ways to support student academic achievement and development. The presentation includes video footage of the various learning spaces and interviews with students who explain why the various spaces are conducive to effective learning.