Learning Space Design

2019 ◽  
pp. 149-164
Author(s):  
Ronghuai Huang ◽  
J. Michael Spector ◽  
Junfeng Yang
Keyword(s):  
Learning Space ◽  
Space Design

Lecture Hall and Learning Space Design

1966 ◽  
Vol 75 (3) ◽  
pp. 183-190 ◽  
Author(s):  
J. Karl Justin
Keyword(s):  
Lecture Hall ◽  
Learning Space ◽  
Space Design

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.

Interpreting the Cultural Values of Learning Space Design Based on Traditional Education System in Indonesia

2016 ◽  
Vol 22 (12) ◽  
pp. 4367-4369
Author(s):  
Acep Iwan Saidi ◽  
Dyah Gayatri Puspitasari ◽  
Hanny Wijaya
Keyword(s):  
Cultural Values ◽  
Education System ◽  
Traditional Education ◽  
Learning Space ◽  
Space Design

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.

scholarly journals Mobile X-Space Design, Teaching Strategies and Undergraduate Students’ Collaborative Learning Behaviour: A Case Study in Taylor’s University, Malaysia

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 175-205
Author(s):  
Lim Chee Leong ◽  
Nurhanim Hassan ◽  
Filzah Md. Isa ◽  
Habibah Ab Jalil
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Learning Behaviour ◽  
Learning Spaces ◽  
Learning Space ◽  
Factorial Anova ◽  
Space Design

Purpose - The availability of new innovative learning spaces together with the introduction of new teaching and learning strategies have shifted the nature of the classroom from a place of instruction towards a place that produces authentic learning. Students in the 21st century are inclined to learn with peers, through the use technology to produce the information as the result of their collaboration. This research examines the effect of learning space design and teaching strategies on undergraduate students’ collaborative learning behaviour in the Mobile X-Space classroom. Methodology - This study used a quantitative survey research design to measure students’ learning experience in the Mobile X-Space classroom. A set of online self-reported questionnaire was posted through the official Learning Management System of the university to collect data from 467 undergraduate students in a Malaysian top private university. Through exploratory factor analysis, three factors were identified: (a) teaching strategies, (b) collaborative learning behaviour and (c) space design. Pearson’s correlation and multiple regression were run to assess the relationship between learning space design and teaching strategies conducted by the lecturers on the collaborative learning behaviour of the students. Two-way factorial ANOVA with Post Hoc tests were performed to determine the effects of gender and study semester of the students on their collaborative learning behaviour. Findings - The results from the multiple regression analysis revealed that both (i) teaching strategies, and (ii) space design were positively correlated with collaborative learning behaviour of the students. The results from Person’s correlation showed a significant, strong and positive relationship between teaching strategies conducted by the lecturers on the collaborative learning behaviour among the students. Also, there was a statistically significant, strong and positive relationship between learning space design on the teaching strategies of the lecturers. In addition, the results from two-way factorial ANOVA showed that collaborative learning behaviour was different for groups in different study semesters. However, there was no statistically significant difference for collaborative learning behaviour between different genders in all semesters. Significance - The outcomes of this research will be beneficial in enhancing the support and design of future learning spaces and add value to the present educational model. It is also beneficial in guiding academics in determining the practical teaching and learning approaches in the flexible learning spaces, which could be more suitable for the millennium youth who are more tech-savvy and favour Internet of things in their daily lives. This type of learning space will help to improve the students’ soft skills and collaborative skills, that are very useful in their future employability in the actual work settings.

Designing learning spaces for management education: a mixed methods research approach

2018 ◽  
Vol 37 (2) ◽  
pp. 201-211 ◽  
Author(s):  
Jeffrey W. Alstete ◽  
Nicholas J. Beutell
Keyword(s):  
Mixed Methods ◽  
Business School ◽  
Mixed Methods Research ◽  
Management Education ◽  
Design And Technology ◽  
Research Approach ◽  
Learning Spaces ◽  
Learning Space ◽  
Content Type ◽  
Space Design

Purpose The purpose of this paper is to focus on connecting recent conceptualizations of learning space design in management education by examining interior building and classroom design. Design/methodology/approach This study used mixed methods research: external benchmarking with same industry institutions (n=5) and two surveys of students (n=131) and faculty members (n=38). Findings The process helped to envision how a business school could improve by adapting design aspects from industry peers, understanding the needs of students and faculty, and incorporating new teaching methods and instructional technologies to inform learning space solutions. Research limitations/implications The small number of external benchmarking partners may make the findings more applicable to the institutional type examined. Yet, the findings and the mixed methods research have implications for learning space design more broadly. Practical implications With the business school building boom, the external architecture of new buildings appears to garner much of the attention. However, the researchers believe that the real impact of new business schools is the centrality of interior learning space design and technology. Originality/value This paper uses a mixed methods research approach to examine learning space theory and research in relation to a particular business school’s efforts to use this knowledge to design learning spaces in a new building.

scholarly journals Active University Teaching and Engaged Student Learning: A Mixed Methods Approach

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Celeste A. Wheat ◽  
Yan Sun ◽  
Jessica C. Wedgworth ◽  
Martha M. Hocutt
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Learning Experience ◽  
The United States ◽  
University Teaching ◽  
Future Research ◽  
Learning Center ◽  
Learning Space ◽  
Space Design ◽  
New Information

The purpose of this research was to examine how learning space design and implementation of an active learning pedagogy based on the 5E Instructional Model influence university faculty’s teaching practices and students’ engagement. Faculty Fellows were recruited from a public, medium-sized university in the United States to teach courses, typically taught in a traditional classroom setting, in a new Active Learning Center (ALC) classroom.  The classroom was funded by a Steelcase® Education Active Learning Center Grant that provided innovative and dynamic classroom furnishings and technology that allowed mobility and flexibility for both instructors and students.  Quantitative and qualitative data were collected concurrently in this study.  The quantitative analysis results indicated that the ALC learning experience significantly improved students’ class participation and cognitive attentiveness, but had no effect on improving their meaningful processing of new information.  The qualitative analysis results, while providing new insights into the quantitative findings, revealed the faculty fellows’ changes and weaknesses in teaching practices and the mechanism of the ALC in supporting active learning. Implications of these findings and directions for future research are discussed. 

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