Maximizing Opportunities: Smart Learning Spaces, Smarter Interactions and Collaboration

Abstract

The article exploresthe implications of pedagogical conceptual frameworks on classroom designand gains that come from flexible settings. Classroom spaces are not ends in themselves, but rather are means for achieving essential learning objectives and learning outcomes. It is necessary to strive for a model that is inclusive to infuse variety into teaching and learning strategies. The optimal hybrid models embrace and expand ways to research learning and establish accountability. The hybrid blended learning spaces tend to bridge the gap between physical and virtual learning spaces.

Reflective renovation: Insights from a collaborative and active learning space project evaluation

“…In line with prior reporting of students' favourable attitudes towards CALS classrooms (e.g., Rands & Gansemer-Topf, 2017), both quantitative and qualitative results showed that although they were reluctant to fully embrace the digital pedagogy embedded within the CALS project, teachers generally held positive perceptions towards the project and the retrofitted teaching spaces. Further, resonating with previous studies on the relationships between physical learning spaces and teachers' teaching practice (Ochola & Achrazoglou, 2015), the findings suggest that the CALS project provides teachers with more pedagogical options (in terms of not only collaborative and active teaching approaches, but also technology-enhanced activity), and helps to foster a shared vision regarding institutional uptake of educational technology. Institutional cultural change is a slow process, but in this project the CALS classrooms proved to play an important and expedient role in translating practical experiences of teaching to a sense of understanding of the ambitions for change articulated by the institution at a strategic level.…”

Learning space, students' collaboration, educational outcomes, and interest: Exploring the physical, social and psychological mediators

“…Self-efficacy and extrinsic motivation of students mediated learners' academic grades, collaboration, and interest in this study. If a student believed she/he can pass an examination that student can pass that particular examination [ [59] , [60] , [61] ]. [ 62 ] stated that self-efficacy has been discovered as a potent force that directs students' performance.…”

“…A study by Refs. [ [63] , [64] , 65 ] indicated that students with low self-efficacy feel shy to ask for assistance when they need help like their counterparts with high self-efficacy that can easily ask for help when they need it thereby making them excel in school.…”

Undergraduate students’ predilection for seating pattern and their engagement in a collaborated blended learning in the science education classroom

“…All the students are expected to face a particular direction where the teacher can be viewed clea rly as instructions are given out (Ochola & Achrazoglou, 2015). The rows-and-columns pattern of seating does not allow students in front to view those behind and those behind cannot communicate and interact with those in front.…”

“…The learning space is the physical environment where learning takes place and is made up of the seating pattern (Nja et al, 2023). This seating arrangement is vital when educators seek to facilitate active learning environment particularly in a blended learning classroom (Clinton & Wilson, 2019;Ochola & Achrazoglou, 2015; Serrano, Dea-Ayuela, Gonzalez-Burgos, Serrano-Gil, & Lalatsa, 2019). Many researches have indicated that active learning contributed to a greater extent high academic achievement of students (Idiege, Nja, & James, 2021;Mello & Less, 2013;Momani, Asiri, & Alatawi, 2016;Nja et al, 2022a).…”