Place-making in higher education: co-creating engagement and knowledge practices in the networked age

Swist, Teresa; Kuswara, Andreas

doi:10.1080/07294360.2015.1128887

Cited by 22 publications

(29 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants of this research perceived learning spaces beyond their physicality; a learning space to participants was understood both as a physical and a conceptual entity. Also, considering the complex interplay between individual, environment, and community (Swist, & Kuswara, 2016), the relationship between the personal, social, and material space tended to be a dynamic and unfolding interrelationship.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

Naghshbandi

2022

IJDS

View full text Add to dashboard Cite

Aim/Purpose: The purpose of this qualitative study was to identify the main conceptualizations of learning space from doctoral students’ perspectives. The aim was to develop a participatory approach to make students’ multiple voices heard. Background: Doctoral experience is viewed as being influenced by social practices of the scholarly communities; learning space in this context is a collective resource that can be altered through imagination of its inhabitants. The intersection of Lefebvre’s Production of Space in architecture and situated learning theory in education enabled building an integrated conceptual framework to explore learning space of doctoral students in its complexity. Methodology: Three research questions reflected theoretical and practical aims. To answer them, drawing on Design Based Research, I developed multi-phased research through three sequential phases: questionnaire, Photovoice, and prototyping, which respectively addressed subjective, objective, and co-constructed aspects of learning spaces. Contribution: This study is one of the few studies that looks at doctoral students learning spaces within the literature of learning spaces. It supports the development of a participatory procedure to design learning spaces for doctoral students. Findings: Findings suggested that learning space is a layered multi-faceted phenomenon and a changing entity. Doctoral students believed that learning space is an indicator of support from doctoral programs and has a potential to improve and sustain their well-being. Recommendations for Practitioners: Inviting students to take charge of the configurations of their working environment is suggested for higher education institutions. Doctoral students imagined using movable, folding, and writable walls to create private spaces for individuals as well as collaborative workspaces. Recommendation for Researchers: Identifying the interactions between learning space and learning over a longer time frame both in undergraduate and graduate settings can help us view the campus through a spatial ecology model. Also, future research might examine a participatory approach to design and research on learning spaces around parallel partnerships with other research-intensive universities. Impact on Society: Findings from this study identified areas for future studies and actions suggesting implications for learning space studies for the U15 (Group of Canadian Research Universities) and U21 (the leading global network of research universities for the 21st century). Future Research: Considering the radical changes that COVID-19 has brought in how we work, collaborate, study, and engage in social events, it is vital for higher educational institutes to rethink their learning spaces for the post- COVID era to support students’ learning and their meaningful engagement in learning communities and learning spaces. Further exploration on learning spaces in post COVID era is needed to expand the empirical knowledge on learning spaces, and thus, to inform research scholars subsequent work in the educational field.

show abstract

Section: Discussion Of Findingsmentioning

confidence: 99%

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

Naghshbandi

2022

IJDS

View full text Add to dashboard Cite

show abstract

“…Consequently, engaged members of the social media platforms would be presented with the opportunity to consult one another about their opinions, their impressions of the brands and how to improve their experience on the platforms. Importantly, HEIs should draw upon technological advances to design content and build connections that are rich, diverse, novel and interactive (Swist & Kuswara, 2016) within and beyond social media boundaries. For instance, real-time live chat has become a popular mode of communication between a prospective student and an HEI.…”

Section: Discussion and Implications For Higher Educationmentioning

confidence: 99%

Driving enrolment intention through social media engagement: a study of Vietnamese prospective students

Nguyen

Conduit

et al. 2020

Higher Education Research & Development

View full text Add to dashboard Cite

Social media platforms provide prospective international students with ready access and exposure to information relevant to international higher education institutions and their respective brand images. We examined the extent to which social media engagement and electronic word-of-mouth (eWOM) activities shape prospective students' perceived brand image of institutions and, subsequently, their enrolment intention. Findings from a sample of 445 prospective students in Vietnam indicate the indirect effect of social media engagement on enrolment intention via eWOM-seeking activities and perceived brand image. Compared with their postgraduate counterparts, prospective undergraduates' perception of an institution's brand image is more strongly influenced by their eWOM-seeking activities on social media. In contrast, the direct influence of perceived brand image on enrolment intention is stronger for prospective postgraduate students. The findings from this study enrich the higher education literature and have implications for higher education providers in relation to developing engagement strategies with prospective students through social media platforms.

show abstract

“…The impact on students and teachers has been demanding, exposing many disadvantages and advantages of the technologies used and some inconveniences and conveniences for students, families and teachers ( Equally, teachers may improve pedagogy from their experimentation and offer it to peers (Kepka, 2022). Such evolution is likely more straightforward in higher education, where the transition to e-learning was already underway before COVID (Allen, Seaman, Poulin, & Straut, 2016;Lay-Hwa Bowden, 2022;Swist & Kuswara, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

View full text Add to dashboard Cite

Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

show abstract

Place-making in higher education: co-creating engagement and knowledge practices in the networked age

Cited by 22 publications

References 28 publications

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

A Multilayered Approach to Understand and Imagine Doctoral Students’ Spaces of Learning

Driving enrolment intention through social media engagement: a study of Vietnamese prospective students

The Asian Conference on Education 2022: Official Conference Proceedings

Contact Info

Product

Resources

About