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.

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 Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

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.

A Values Approach to Business Education in Hong Kong

2006 ◽  
Vol 20 (5) ◽  
pp. 307-315
Author(s):  
Jennifer Radbourne
Keyword(s):  
Hong Kong ◽  
Teaching Strategies ◽  
Value Chain ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Chinese Students ◽  
Learning Behaviour ◽  
Structured Interviews ◽  
Hong Kong Students ◽  
Behaviour Learning

This paper investigates the learning behaviour, learning environment and learning outcomes of Hong Kong Chinese students enrolled on an Australian university's Bachelor of Business degree course taught by visiting Australian lecturers in Hong Kong. The Chinese students are task-focused and passive learners. They do not demonstrate creative thinking, critical analysis or risk taking in problem solving, and appear to focus on surface-level rote learning. Semi-structured interviews with students and lecturers identified the changes experienced in learning behaviour and teaching strategies. By applying a teaching and learning value chain developed by Radbourne in 2001 and using Biggs's 3P culturally modified model of teaching and learning, new teaching strategies were developed to ensure that the Chinese Hong Kong students graduated with the capabilities required to be effective in the global workplace.

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

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 effect of learning strategy and cognitive style on student’s narrative writing ability

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Tata Tambi ◽  
Fathiaty Murtadho ◽  
Zainal Rafli
Keyword(s):  
Cognitive Style ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Narrative Writing ◽  
Anova Analysis ◽  
Writing Ability ◽  
Factorial Anova ◽  
Field Independent

In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with ? = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2).  Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level  of ? = 0.05.

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 EVOLVING LEARNING SPACE, ITS AVAILABILITY AND ADAPTATION TO IT BY TEACHERS AND LEARNERS

2021 ◽  
Vol 9 (66) ◽  
pp. 15475-15479
Author(s):  
Sona Palan
Keyword(s):  
Teaching And Learning ◽  
Traditional Classroom ◽  
Learning Spaces ◽  
Safe Distance ◽  
Learning Space ◽  
Current Scenario

पThe following study focusses on the efforts that need to go into preparing the teacher and learner to adapt into the evolving learning spaces. A place where learning takes place, is a learning space. We have been using the traditional classroom for the purpose of teaching and learning since many years. It is important to discuss various facets of learning space, which reflects the learner’s approach in the current scenario. The concept of learning space needs to be reconceptualised by taking into consideration students’ mindset. Thereby building better ways of communication between learners and teachers. Classrooms as we have had since many years needs to be visualised differently. We also need to prepare our learners and teachers to adapt to new and changing structure in education. The pandemic situation has enabled us to think differently, use more of technology, offering flexibility, be more interactive while keeping safe distance.

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.

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