scholarly journals Designing Hybrid Learning Spaces in Higher Education

2019 ◽  
Vol 14 (27) ◽  
pp. 66-82
Author(s):  
Charlotta Hilli ◽  
Rikke Toft Nørgård ◽  
Janus Holst Aaen
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Digital Communication ◽  
Hybrid Learning ◽  
Design Principles ◽  
Media Ecology ◽  
Learning Spaces ◽  
Hybrid Course ◽  
Teacher Student ◽  
The World

As Hybrid Learning Spaces move beyond distinctions between online and offline spaces, they challenge divisions between teacher/student roles, formal/informal contexts and analogue/digital communication and media. This article presents the concept of hybridity in higher education through a concrete example of a trans-national hybrid course collaboration between three teachers and thirty students at Aarhus University, Denmark and Åbo Akademi University, Finland. The course design is examined through theories on hybrid pedagogy, learning spaces and media ecology to suggest five design principles for Hybrid Learning Spaces. The paper argues that higher education has the potential of inviting students to learn in the world, with the world and for the world, in a way that cuts across traditional dichotomies and barriers.

scholarly journals Hybrid Learning Spaces for Design Thinking

2019 ◽  
Vol 1 (1) ◽  
pp. 228-244
Author(s):  
Christian Kohls
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Design Thinking ◽  
Hybrid Learning ◽  
Design Principles ◽  
Learning Spaces ◽  
Support Design ◽  
University Campuses ◽  
Hybrid Spaces

AbstractAs design thinking becomes more and more important in higher education, we need to think about ways to enable educators and students to learn about the concepts and apply them to their own projects. One approach is to create hybrid learning spaces with tools that support design thinking and offer affordances for the various methods, ways of working and thinking. Hybridity dissolves existing dichotomies such as physical-digital, formal-informal, learning-teaching and individual-collective. This article introduces design principles and patterns to develop such spaces for university campuses. We will describe how we identified, applied and tested them. Based on these findings we can provide recommendations for planning new hybrid spaces for design thinking at other universities.

scholarly journals Emergency Remote Teaching during COVID-19: A Comparison of Student Perceptions

2021 ◽  
Author(s):  
Kevin Fuchs
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Perceived Performance ◽  
Global Pandemic ◽  
Education Community ◽  
Significant Difference ◽  
The World

The pandemic has shaken up the higher education landscape around the world, with responses from institutions falling into three categories: retaining in-class teaching with social distancing, adopting hybrid models (blended learning, limiting the number of students on campus), or transitioning to fully online teaching. However, there is a significant difference between emergency remote teaching and a genuine shift to online/hybrid learning, with the key distinguishing term being “emergency.” In response to the global pandemic, the higher education community is now working on the continuous development of action plans in a quest to identify means to manage the crisis more efficiently. The purpose of this paper is to analyze the perceived performance of ERT from the perspective of undergraduate students. For that purpose, samples (n=332) were taken in two different geographical settings, i.e., Thailand and Sweden. Moreover, it is the objective to compare both samples and identify similarities and inadequacies which help stakeholders to manage ERT more efficiently in the future.

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.

scholarly journals Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design

2012 ◽  
Vol 42 (1) ◽  
pp. 30-50
Author(s):  
Li Jin
Keyword(s):  
Mandarin Chinese ◽  
Sociocultural Theory ◽  
Course Design ◽  
Zone Of Proximal Development ◽  
College Level ◽  
Proximal Development ◽  
Hybrid Courses ◽  
Hybrid Course ◽  
Teacher Student ◽  
Hybrid Course Design

This paper explains how sociocultural theory (SCT), particularly its threekey concepts: mediation, zone of proximal development, and agency, canbe used to guide the course design of college-level 1st-year MandarinChinese hybrid courses. Specific examples are illustrated to demonstratehow three aspects of the hybrid course design: 1) learning materials andtasks, 2) teacher-student and student-student interaction, and 3)assessments, are guided from a SCT perspective. The feedback fromstudents enrolled in a college-level hybrid Mandarin Chinese coursesequence is also provided.

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 Emergency Remote Teaching during COVID-19: A Comparison of Student Perceptions

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Kevin Fuchs ◽  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Perceived Performance ◽  
Global Pandemic ◽  
Education Community ◽  
Significant Difference ◽  
The World

The pandemic has shaken up the higher education landscape around the world, with responses from institutions falling into three categories: retaining in-class teaching with social distancing, adopting hybrid models (blended learning, limiting the number of students on campus), or transitioning to fully online teaching. However, there is a significant difference between emergency remote teaching and a genuine shift to online/hybrid learning, with the key distinguishing term being “emergency.” In response to the global pandemic, the higher education community is now working on the continuous development of action plans in a quest to identify means to manage the crisis more efficiently. The purpose of this paper is to analyze the perceived performance of ERT from the perspective of undergraduate students. For that purpose, samples (n=332) were taken in two different geographical settings, i.e., Thailand and Sweden. Moreover, it is the objective to compare both samples and identify similarities and inadequacies which help stakeholders to manage ERT more efficiently in the future.

scholarly journals Embedding Evidence-based Course Design Principles in Curriculum Design in a UK and Egyptian University

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Angela Green ◽  
Susan Smith ◽  
Ian Richards ◽  
Ibrahim Hussein
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Course Design ◽  
Design Principles ◽  
Sport Marketing ◽  
Higher Education System ◽  
British Council ◽  
London 2012 ◽  
Global North

Curriculum design has received considerable critical attention in the Global North and much research has been published around the key principles of good curriculum design (Meyer & Land, 2003; Gibbs, 2010; Baume, 2009). However, much of the research has focused on the application of those principles to British higher education. To date, there has been little discussion around the appropriateness and relevance of applying the principles to countries in the Middle East and North Africa and in particular, the Egyptian higher education system. This paper reviews research about curriculum design and how this informed the development of the course design principles at Leeds Beckett University (LBU). It explores, as a case study, how these principles have been embedded within the Sport Marketing undergraduate (UG) degree course at LBU and then specifically focuses on the challenges of using five principles as a framework for curricular change at Assiut University in Egypt to enhance their specialist provision. LBU was invited to assist the Faculty of Physical Education at Assiut University to develop the first Sport Marketing degree programme as part of the International Inspirations sport legacy programme from London 2012, delivered by the British Council (British Council, 2014). The case study of this project reflects on the challenges of developing a curriculum within the confines of existing institutional regulations and national frameworks as well as the challenges of a cross-cultural shared understanding and cooperation. It will be of relevance to academics who are designing new programmes or who are considering how existing programmes can be adapted to meet the needs of other international institutions.

scholarly journals A Preliminary Exploration of the Development of Wisdom in Entrepreneurship Education

2018 ◽  
Vol 7 (1) ◽  
pp. 01-34 ◽  
Author(s):  
Jeffrey McNally ◽  
Benson Honig ◽  
Bruce Martin
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Balance Theory ◽  
Textbook Use ◽  
University Entrepreneurship ◽  
Exploratory Investigation ◽  
The World ◽  
Practical Implications

Though the development of wisdom is a primary goal of higher education, it has received little empirical attention in an entrepreneurship education (EE) context. We conduct a preliminary, exploratory investigation into the teaching of wisdom in EE. Applying Sternberg’s (1998) balance theory of wisdom, we examine whether entrepreneurship courses deliver on the potential of wisdom development by studying the syllabi of 50 university entrepreneurship courses from around the world. We also examine the contents of the major entrepreneurship textbooks used in EE classrooms today. We find that both textbook use and course design are negatively related to the development of wisdom in the classroom. Theoretical and practical implications are discussed.

Social Glocalisation and Education

2020 ◽  
Author(s):  
Hans Hobelsberger
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Practical Theology ◽  
Social Structures ◽  
Local Effects ◽  
Local Identities ◽  
The Social ◽  
The World ◽  
Work Health

This book discusses the local effects of globalisation, especially in the context of social work, health and practical theology, as well as the challenges of higher education in a troubled world. The more globalised the world becomes, the more important local identities are. The global becomes effective in the local sphere. This phenomenon, called ‘glocalisation’ since the 1990s, poses many challenges to people and to the social structures in which they operate.

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