scholarly journals Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China

2020 ◽  
pp. 215-225
Author(s):  
Ji Yu
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Comparative Case Study ◽  
Contemporary Society ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
The World ◽  
Innovative Learning

AbstractThe landscape of learning space design in higher education is undergoing a transformation. During the past decade, flexible, innovative learning spaces have been established around the world in response to the changing perspectives on how knowledge is discovered and what constitutes important and appropriate higher education in contemporary society.

scholarly journals Transforming learning spaces for multilingual interaction: the outcomes of a workshop delivered at the 2020 eLearning Symposium

2020 ◽  
pp. 5-14
Author(s):  
Cecilia Goria ◽  
Lea Guetta
Keyword(s):  
Social Engagement ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
Life Long Learning ◽  
Multilingual Communication ◽  
Innovative Learning ◽  
Ongoing Development

The design of innovative learning spaces currently affects different educational sectors, including university teaching and learning. A parallel can be identified between the weakening of the specialisation of spaces for formal, informal, life-long learning, social interaction, and leisure and the blurring of the boundaries between work/learning and social engagement. Furthermore, a user-centred approach to space design mirrors the ongoing development towards student-centred education and the emphasis on making these spaces digitally competitive equally reflects the increasing integration of technologies in teaching and learning. This contribution is the report of a workshop delivered at the eLearning Symposium, 24th January 2020, Southampton, which explored possible designs for a learning space conducive of multilingual communication, collaboration, and creativity.

The Role of Institutions in Creating Student-Focused Virtual Learning Spaces with ePortfolio Systems

2012 ◽  
pp. 119-135
Author(s):  
Eva Heinrich ◽  
Yuliya Bozhko
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Virtual Learning ◽  
Practical Experience ◽  
Learning Spaces ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
The World ◽  
Research Findings

In this chapter, we explore the currently dominant virtual learning spaces employed in institutions of higher education and contrast them with the virtual social spaces provided by Web 2.0 tools. Guided by the increasing focus on lifelong learning skills in the world of work and in higher education, we identify the gap that exists between institutional and social virtual spaces. We argue for filling this gap by providing access to institutional e-Portfolio systems to students in higher education, giving students an institutionally supported student-focused virtual learning space. By examining the perspectives of stakeholders involved in higher education, we identify challenges inherent in the adoption of institutional e-Portfolio systems and make recommendations for overcoming these based on practical experience and research findings.

Building Learning Spaces

2018 ◽  
pp. 241-257 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Organizational Design ◽  
Online Courses ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
History Of ◽  
Cross Cultural Management ◽  
Online Distance ◽  
Technological Affordances

The learning space that online distance learners enter is critically important. The space provides access to learning activities, but it also establishes an environment in which knowledge can be effectively co-created and shared. Designing the learning space involves making decisions about intent, pedagogical priorities, and technological affordances. Online learning spaces communicate educational and social intent and must be designed around the interests, concerns, and cultures of their users. However, the learning space must also embody the vales and perspectives of the instructor/facilitator and the institution that offers the educational experience. This case study presents two situations in which learning spaces were created for specific online courses offered for distinctive learner populations: international students in a Cross-Cultural Management course and U.S. military members enrolled in a Management and Organizational Design course. To explain how these learning spaces were constructed, the case study presents a brief evolutionary history of distance learning and virtual learning spaces. It analyzes two design contexts using an organizational-educational-pedagogical approach. The analysis incorporates differing learner anticipations, concerns, and cultural perspectives and invites the reader to consider appropriate learning space design. This case study also encourages readers to consider their own solutions to these specific learning space challenges. Recommendations and suggestions are made about the ways in which these specific cases might be generalized to different contexts.

Building Learning Spaces

2014 ◽  
pp. 117-138
Author(s):  
David Starr-Glass
Keyword(s):  
Organizational Design ◽  
Online Courses ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
History Of ◽  
Cross Cultural Management ◽  
Online Distance ◽  
Technological Affordances

The learning space that online distance learners enter is critically important. The space provides access to learning activities, but it also establishes an environment in which knowledge can be effectively co-created and shared. Designing the learning space involves making decisions about intent, pedagogical priorities, and technological affordances. Online learning spaces communicate educational and social intent and must be designed around the interests, concerns, and cultures of their users. However, the learning space must also embody the vales and perspectives of the instructor/facilitator and the institution that offers the educational experience. This case study presents two situations in which learning spaces were created for specific online courses offered for distinctive learner populations: international students in a Cross-Cultural Management course and U.S. military members enrolled in a Management and Organizational Design course. To explain how these learning spaces were constructed, the case study presents a brief evolutionary history of distance learning and virtual learning spaces. It analyzes two design contexts using an organizational-educational-pedagogical approach. The analysis incorporates differing learner anticipations, concerns, and cultural perspectives and invites the reader to consider appropriate learning space design. This case study also encourages readers to consider their own solutions to these specific learning space challenges. Recommendations and suggestions are made about the ways in which these specific cases might be generalized to different contexts.

Designing the learning spaces of a university library

2016 ◽  
Vol 117 (5/6) ◽  
pp. 294-307 ◽  
Author(s):  
Wendy Ellison
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Student Learning ◽  
Interior Design ◽  
The Body ◽  
Learning Space ◽  
Content Type ◽  
Sound Levels ◽  
The University

Purpose This paper reflects on the Bognor Regis Learning Resource Centre at the University of Chichester which opened in early 2012. In particular, it looks at how the spaces within the building were designed to enhance student learning and whether it meets student needs in practice. Design/methodology/approach The research was conducted by way of a case study which included interviews and questionnaires. In addition, observations and the measurement of sound levels resulted in the collection of statistical data for analysis. Findings The findings suggest that although the building is popular as a learning space and provides for a variety of learning styles, nevertheless, there are some problems with the interior design. In addition, future pressures and advances in technology will require further development of the building to keep pace with changing user needs and expectations. Originality/value The study contributes to the body of research regarding the use of library space for student learning in higher education. In addition, it makes practical suggestions for future developments that could also be considered by other higher education institutions.

Balancing Context, Pedagogy and Technology on Learning Space Designs

2012 ◽  
pp. 72-86 ◽  
Author(s):  
Robert Fox ◽  
Paul Lam
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Student Learning ◽  
Learning Environments ◽  
Interactive Learning ◽  
Higher Education Institutions ◽  
Interactive Learning Environments ◽  
Local Context ◽  
Learning Spaces ◽  
Learning Space

This chapter explores the changing needs for university learning spaces and the resultant designs to maximize opportunities for student learning, taking into account the special needs and learning culture of the local context and the changing curriculum needs of all higher education institutions in Hong Kong. The chapter outlines a study of these needs and an institution’s plans to better use space to support both flexible and interactive learning environments to enhance active student learning.

Developing learning spaces in higher education: An evaluation of experimental spaces at the University of Leicester

2012 ◽  
Vol 5 (2) ◽  
pp. 49-72 ◽  
Author(s):  
Phil Wood ◽  
Paul Warwick ◽  
Derek Cox
Keyword(s):  
Higher Education ◽  
Physical Environment ◽  
Academic Staff ◽  
Careful Consideration ◽  
First Century ◽  
Learning Spaces ◽  
Learning Space ◽  
Innovative Learning ◽  
The University ◽  
Future Learning

Consideration of the physical environment in which learning takes place has become a growing area of academic interest over the past decade. This study focuses on the experiences and perceptions of academic staff and students who used three refurbished, and innovative, learning spaces at the University of Leicester. The results suggest that the physical environment can have an impact on the emotional and motivational experiences of students and staff. However, there is some suggestion that learning space development should not be at the expense of approaches to pedagogy which do not foreground the use of technologies.The analysis of the users' experiences leads to the proposition of a theoretical model for the apt design of future learning spaces in Higher Education. The DEEP learning space framework outlines the need for careful consideration being given to dynamic, engaging, ecological and participatory (DEEP) dimensions within the twenty-first century learning space.

Rethinking Web 2.0 Learning via Third Space

2013 ◽  
pp. 93-107
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Beginning Teachers ◽  
Web 2.0 ◽  
Professional Learning ◽  
Third Space ◽  
Learning Spaces ◽  
Learning Space ◽  
Third Space Theory ◽  
Study Approach ◽  
Interactive Tools

Web 2.0 technologies are frequently represented as collaborative and interactive tools, and these capacities are particularly attractive to education. This chapter analyses how 26 beginning teachers in Victoria, Australia, used Elluminate Live!® (Elluminate) to support their professional learning. Drawing on Third Space theory and a case study approach, this chapter explores issues around change and emerging technologies. In particular, how beginning teachers appropriate features of this tool to engage in both receptive and collaborative learning spaces, ultimately transforming their professional learning space. It raises numerous issues and challenges for eLearning in the Web 2.0 environment.

Internationalization of Higher Education Institutions in North Cyprus

2019 ◽  
pp. 98-125
Author(s):  
Mehmet Altınay ◽  
Belal Shneikat
Keyword(s):  
Higher Education ◽  
International Association ◽  
Higher Education Institutions ◽  
Internationalization Of Higher Education ◽  
Global Level ◽  
Competition And Cooperation ◽  
North Cyprus ◽  
The World ◽  
Shed Light

Internationalization has become one of the hotly debated issues in higher education institutions due its role in competitive advantage. Countries around the world encourage their universities to engage in competition and cooperation on the local and global level, and this can't be achieved without internationalization. This chapter is proposed to shed light on a unique case study: internationalization of higher education in North Cyprus, which is a politically unrecognized country. To achieve the aim of this chapter, a survey from International Association of Universities (IAU) was adapted to evaluate the internationalization in the four largest and oldest universities in North Cyprus.

The DE Hub Virtual Learning Space

2012 ◽  
pp. 136-146
Author(s):  
Nathan Wise ◽  
Belinda Tynan
Keyword(s):  
Social Network ◽  
Online Social Network ◽  
Virtual Learning ◽  
Virtual Space ◽  
Knowledge Dissemination ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
Education Hub ◽  
Simultaneous Process

Our concept of ‘virtual learning spaces’ is changing, as are the practices that are adopted within these spaces. To understand these changes, this chapter will provide an exploration of the conceptualisation and creation of an interactive, online, social network community of practice. The case that will be used is based around the Distance Education Hub (DE Hub) which is both virtual and physical. DE Hub is in the simultaneous process of constructing and facilitating a virtual space to support and encourage both knowledge dissemination and knowledge creation. The DE Hub space focuses on learning as a cooperative, constructive, and dynamic process involving engaged communities of scholars, learners and practitioners. It will tackle the question of why this virtual learning space is defined as a niche social network and how this impacts on the conceptualisation and consequent development of virtual spaces — in this instance, co-development by the community. Finally, it will demonstrate through this analysis how changing concepts of ‘virtual learning spaces’ are put into practice through ‘virtual space’ design and development for creating and supporting niche social networks.

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