The role of electronic reserves in serving and shaping new teaching and learning environments in UK universities

1999 ◽  
Vol 25 (3) ◽  
pp. 183-192 ◽  
Author(s):  
Christine Dugdale
Keyword(s):  
Learning Environments ◽  
Teaching And Learning

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

scholarly journals (Re)Shaping spaces for learning

2021 ◽  
Vol 26 ◽  
pp. 52-59
Author(s):  
Lucila Carvalho
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Spatial Configurations

Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.

scholarly journals Sensing the Same Space – Spatial Understanding and Engagement in Higher Education

2019 ◽  
Vol 14 (27) ◽  
pp. 83-97
Author(s):  
Jyri Lindén ◽  
Mikko Kanninen ◽  
Reijo Kupiainen ◽  
Johanna Annala
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Physical Space ◽  
Spatial Thinking ◽  
Digital Learning ◽  
Spatial Understanding ◽  
Starting Point

The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education. The starting point is that educational space is not a pre-set institution or only a physical space but a social construction. As such, space is a crucial element in the learning process and student engagement. In the paper, basic concepts of educational space and spatiality are discussed. The complexity of the relations between spatial understanding and student engagement is demonstrated by referring to a specific drama and theatre course as a case example. The case was a joint master-level course between two European universities (in UK and Finland) where multiple online platforms were used. By the means of the learning space in the case, we discuss the nexus of spaces, comprising a dynamic spatial plurality across the learning environments. Blurring boundaries between formal and informal spaces seems to give room for meaningful and embodied experiences - social, situational and emotional connectedness with students in different places. Formal ICT solutions of digital learning do not automatically pay enough attention to spatial aspects of learning and engagement. Understanding the connections between spatial thinking and the meanings of engagement and senses of belonging brings vital elements to the development of digital learning and learning environments. Parallel with the discussions of the distinctive role of interaction and communication in digital environments, spatial understanding can offer an important contribution to increase understanding of personal meanings of learning. Based on the theoretical reflections of the presented case, bodily experiences of the sense of “sharing a space” appears to interrelate with the feelings of belonging and ownership in learning.

Design and Development of Personalized Learning Environments

2011 ◽  
pp. 108-117
Author(s):  
Raja Maznah Raja Hussain
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Personalized Learning ◽  
Action Research Project ◽  
Pedagogical Approach ◽  
Technology Students ◽  
Learning Content ◽  
Online Tools ◽  
The Right

This chapter describes a pedagogical approach to engage students in online learning environments, using XNAMEX Becta’s model for personalized learning and student engagement (PLEaSE). PLEaSE maximizes learning out comes by supporting students at times and in places that are appropriate to their needs and in ways that suit their personal dispositions In this study, students are encouraged to explore, develop, reflect and construct their own knowledge and create their own learning content, while the instructor plays the role of coach and facilitator. This study is part of an ongoing action research project on the Scholarship of Teaching and Learning (SoTL) in Higher Education, whose purpose is to design and develop the Pedagogy of Engagement Integrating Technology (PoEIT) model. PoEIT engages learners in the use of online tools such as forums and blogs while developing their soft skills using Moodle platform. This study shows that with the right integration of pedagogy and technology students can be transformed to become independent learners.

The Role of Blogging in a Changing Society

2014 ◽  
pp. 342-370
Author(s):  
Efi A. Nisiforou ◽  
Nikleia Eteokleous
Keyword(s):  
Learning Environments ◽  
Teacher Identity ◽  
Teaching And Learning ◽  
Technological Development ◽  
Evaluation Criteria ◽  
Theory And Practice ◽  
International Literature ◽  
Effective Implementation ◽  
Specific Learning

Educational blogs have remained a noteworthy component, even in an age of rapid technological development. The chapter makes an in-depth description of the blogging phenomenon as it tackles the most important findings of the international literature. It provides insights into the connection between teacher identity, within the context of higher education, by incorporating aspects of theory and practice. The practical tone reports on three case studies on the use of blogs in education. A set of evaluation criteria on blogging for educational purposes and a theoretical framework for utilizing blogging as a problem solving approach are addressed. Moreover, it stresses necessity for the development of a pedagogical framework that will guide blog integration as a learning-cognitive tool in achieving specific learning outcomes. The results underscore the importance of essential training for the effective implementation of educational blogging in teaching and learning environments. A compendium of terms, definitions and explanations of concepts are clearly explained.

scholarly journals Lifelong Learning at Universities: Future Perspectives for Teaching and Learning

2018 ◽  
Vol 7 (2) ◽  
pp. 81-87 ◽  
Author(s):  
Eva Cendon
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Professional Experience ◽  
Future Perspectives ◽  
Teachers Perspectives

This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focusses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empirical studies: one focused on students’ perspectives of their development over the course of their studies; the second addressed teachers’ perspectives and their teaching strategies and activities. Based on the findings of these two research studies, the paper outlines future perspectives for teaching and learning and the role of digitalization, with a particular emphasis on programs of lifelong learning at universities.

scholarly journals New Era of Education: Incorporating Machine Teachers into Education

2021 ◽  
Vol 4 ◽  
pp. 121-122
Author(s):  
Jihyun Kim
Keyword(s):  
Learning Environments ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Special Section ◽  
New Era ◽  
Instructional Activity ◽  
Communication Pedagogy ◽  
Research Studies

This editorial briefly discusses the potential of machine agents in education that can assist in creating more positive and meaningful teaching and learning environments. Then, it introduces three articles, two empirical research studies and one research-based instructional activity, compromising a special section on “Machine Teachers in Education” of Journal of Communication Pedagogy. Collectively, these articles help us better understand the role of machines in education and facilitate intellectual dialogues

scholarly journals An examination of the role of the e-tutor

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Annegret Goold ◽  
Jo Coldwell ◽  
Annemieke Craig
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Online Learning Environments ◽  
Face To Face ◽  
Roles And Responsibilities ◽  
Teachers And Students ◽  
The Face ◽  
Changing Role

<span>As online learning environments continue to evolve, both teachers and students need to adapt to make the most of opportunities afforded by these environments for teaching and learning. The focus of this paper is on the changing role undertaken by tutors in online learning environments. We present a brief review of the current perspectives on the roles and responsibilities suggested for the e-tutor for effective teaching, and then report on a study where roles of e-tutors in a large wholly online unit were examined. The study supports the view that although the role of the e-tutor is similar to that of the face to face tutor in some respects, there are sufficient differences to make e-tutoring challenging to those who have not undertaken such online activities previously. Ongoing professional development is required to meet the changing demands of the technological environment, as well as the changing needs of students.</span>

The Role of Blogging in a Changing Society

2015 ◽  
pp. 1102-1122 ◽  
Author(s):  
Efi A. Nisiforou ◽  
Nikleia Eteokleous
Keyword(s):  
Learning Environments ◽  
Teacher Identity ◽  
Teaching And Learning ◽  
Technological Development ◽  
Evaluation Criteria ◽  
Theory And Practice ◽  
International Literature ◽  
Effective Implementation ◽  
Specific Learning

Educational blogs have remained a noteworthy component, even in an age of rapid technological development. The chapter makes an in-depth description of the blogging phenomenon as it tackles the most important findings of the international literature. It provides insights into the connection between teacher identity, within the context of higher education, by incorporating aspects of theory and practice. The practical tone reports on three case studies on the use of blogs in education. A set of evaluation criteria on blogging for educational purposes and a theoretical framework for utilizing blogging as a problem solving approach are addressed. Moreover, it stresses necessity for the development of a pedagogical framework that will guide blog integration as a learning-cognitive tool in achieving specific learning outcomes. The results underscore the importance of essential training for the effective implementation of educational blogging in teaching and learning environments. A compendium of terms, definitions and explanations of concepts are clearly explained.

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