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<p>Ads for online education imply that the link between physical space and learning is unnecessary. To explore the contribution of the environment to online students’ success, 399 students taking online courses at a medium-sized Midwestern university completed a survey about characteristics of their primary study space and their self-perceived success in their online coursework. Respondents also self-reported midterm grades and completed demographic measures as well as dispositional measures of noise sensitivity (Weinstein in J Appl Psychol 63:458–466, 1978. <a href="https://doi.org/10.1037/002-9010.63.4.458">https://doi.org/10.1037/002-9010.63.4.458</a>), sensory processing sensitivity (Aron and Aron in J Pers Soc Psychol 73(2):345-368, 1997. <a href="https://doi.org/10.1037//0022-3514.73.2.345">https://doi.org/10.1037//0022-3514.73.2.345</a>), and social desirability (Strahan and Gerbaski in J Clinic Psychol 28(2):191-193, 1972). Correlations showed that noisy spaces are associated with lower self-reported success, while comfortable/spacious spaces are associated with greater self-reported success. The ability to control the environment (e.g., lighting, temperature, etc.) was positively associated with self-perceived success, and this association remained even when other environmental, dispositional, and demographic variables were controlled via multiple regression. Sensory processing sensitivity, noise sensitivity, age, gender, and enrollment in a distance program were also associated with self-perceived success in our analyses, In addition, students studying in quiet spaces were more likely to report “mostly A’s” as their midterm grades. These results extend prior research and support commonsense advice to distance learners to study in quiet places where they can control their surroundings to minimize distractions.</p>

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Digital learning takes place: learning spaces of online students

  • 期刊论文

  • 发表日期：

    2025年6月20日

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  • Virgil L. Sheets,
  • W. Michael Bailey

摘要

Ads for online education imply that the link between physical space and learning is unnecessary. To explore the contribution of the environment to online students’ success, 399 students taking online courses at a medium-sized Midwestern university completed a survey about characteristics of their primary study space and their self-perceived success in their online coursework. Respondents also self-reported midterm grades and completed demographic measures as well as dispositional measures of noise sensitivity (Weinstein in J Appl Psychol 63:458–466, 1978. https://doi.org/10.1037/002-9010.63.4.458), sensory processing sensitivity (Aron and Aron in J Pers Soc Psychol 73(2):345-368, 1997. https://doi.org/10.1037//0022-3514.73.2.345), and social desirability (Strahan and Gerbaski in J Clinic Psychol 28(2):191-193, 1972). Correlations showed that noisy spaces are associated with lower self-reported success, while comfortable/spacious spaces are associated with greater self-reported success. The ability to control the environment (e.g., lighting, temperature, etc.) was positively associated with self-perceived success, and this association remained even when other environmental, dispositional, and demographic variables were controlled via multiple regression. Sensory processing sensitivity, noise sensitivity, age, gender, and enrollment in a distance program were also associated with self-perceived success in our analyses, In addition, students studying in quiet spaces were more likely to report “mostly A’s” as their midterm grades. These results extend prior research and support commonsense advice to distance learners to study in quiet places where they can control their surroundings to minimize distractions.