An exploratory study of the relationship between the use of the Learning Commons and students' perceived learning outcomes

Abstract

This study proposes and empirically tests a model explicating the impact of the Learning Commons on university students' learning behaviors and skills development. Adapting the information literacy instruction model that is based on expectation disconfirmation theory, a series of hypotheses were developed, and data were collected through an online survey at a Hong Kong university. Responses from 388 students were subjected to a partial least squares structural equation modeling analysis. The results suggest that expectation disconfirmation theory can be applied in the domain of the Learning Commons, and that the degree to which students' expectations are confirmed affects their degree of perceived quality of and satisfaction with the Learning Commons. Perceived quality in turn influences satisfaction. Both perceived quality and satisfaction lead to psychological outcomes that produce behavioral changes and possible benefits, including time savings, effort reduction, better grades, advanced problem-solving skills, and improved learning outcomes.