Student experiences of learning in a technology-enabled learning space

Verdonck, Michèle; Greenaway, Ruth; Kennedy‐Behr, Ann; Askew, Elizabeth

doi:10.1080/14703297.2018.1515645

Cited by 23 publications

(26 citation statements)

References 18 publications

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“…Students also felt that it would be very useful to be able to share and interact with the main projector using their tablets either through projection, the voting system or the twitter chat, which would be used to pose questions to the teacher. Similar findings were reported by Verdonck et al (2019), who state that students appreciate how technology enables them to connect with the lecture without needing to physically leave their seat. Concerns were raised, however, by teachers and students about the real value of this type of interaction in a large space and suggestions were made to create smaller and more intimate spaces, such as the 'Sofa' and the 'Lilly pod'…”

Section: Interaction and Collaborationsupporting

confidence: 83%

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Role of technology in the design of learning environments

Casanova

Huet

Garcia

et al. 2020

Learning Environ Res

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The design of learning environments is being increasingly investigated, largely as a result of higher education providers being challenged by both societal and technological developments. Higher education providers are becoming more aware that the quality of learning environments affects students' approaches to learning and satisfaction.This paper presents an alternative to more traditional methods for designing learning environments that is driven by the input of their main stakeholders: the students and the teachers. By using this method, we were able to explore stakeholders' insights in learning spaces design and how learning technologies can be integrated in such spaces. Qualitative research was conducted with the aim of redesigning technology-enhanced learning environments. For this particular research we used 'sandpits', which are creative, design-thinking workshops, in which participants were encouraged to redesign provocative concepts of a large and a small technologyenhanced learning environment. Thirteen 'sandpits' were delivered involving thirty-two teachers and twentyfive students. Through these design-thinking workshops students and teachers reflected on and discussed the role of technology in face-to-face learning and teaching and proposed new design solutions for technologyenhanced learning environments.

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Section: Interaction and Collaborationsupporting

confidence: 83%

“…solution has been explored in terms of different learning environments, especially in computer labs and technology-enabled rooms (see for examples the rooms proposed byBeichner et al, 2000;Mei & May, 2018;Verdonck et al, 2019) but little research has been exploring the impact that visualization has in learning.…”

mentioning

confidence: 99%

Role of technology in the design of learning environments

Casanova

Huet

Garcia

et al. 2020

Learning Environ Res

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“…Previous studies in higher education levels have discussed the barriers from the students' perceptions (Kebritchi, Lipschuetz, & Santiague, 2017;Srichanyachon, 2014;Verdonck, Greenaway, Kennedy-Behr, & Askew, 2019) as well as from lecturers' perceptions (Aldosemani, 2020;Lloyd, Byrne, & Mccoy, 2012;Mercader & Gairín, 2020;O'Doherty, Dromey, Lougheed, Hannigan, Last, & McGrath, 2018) about online teaching. Among these strands of research, lecturers' perception of barriers to online teaching implementation in Indonesian context seems to be out of concern.…”

Section: Emergency Online Teaching: Early Childhood Education Lecturers' Perception Of Barrier and Pedagogical Competencymentioning

confidence: 99%

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Diningrat¹,

Nindya

Salwa³

2020

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In this COVID-19 situation, online learning has been widely implemented in higher education contexts. This issue inspires the researchers to conduct further study on barriers encountered by lecturers in higher education. This study was carried out to explore how the lecturers perceive the barriers in online teaching practices and the level of pedagogical competencies perceived by the lecturers in conducting online learning in this emergency. The study employed a cross-sectional survey research design. Data were collected from 73 early childhood education lecturers from four regions in East Java, Indonesia. The questionnaires were developed to measure lecturers' perceptions of barriers in online teaching practices adopted from the TIPEC framework and measure the lecturers' pedagogical competencies. Multivariate analysis of variances was used to analyze the data. The results showed that limited bandwidth, connectivity, and security were the first significant barriers perceived by early childhood lecturers. Meanwhile, the second barriers are related to student lack of engagement and lack of feedback. Then, third barriers are computer viruses, the quality of course content, and reliability of the online assessment instrument. ANOVA results showed that there were significant differences between gender and technological factors, gender and instructional design factors, as well as educational qualification and strategy implementation of factors.

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“…There is a growing interest in technology-built learning spaces in higher education to provide a platform to encourage TBL and learning through collaboration (Van Horne et al, 2014). Previous studies have focused on the use of technologies (Ellis, 2016) and explicit student outcomes (Brooks & Solheim, 2014), albeit few have reported the student experience and behaviour in a collaborative environment (Brooks, 2012;Verdonck et al, 2018). Investment in creating learning spaces with technology-rich facilities is high, and evaluation of these learning spaces is critical if approaches to learning and teaching are focused on active learning (Cleveland & Fisher, 2014).…”

Section: Purpose-built Collaborative Learning Spacementioning

confidence: 99%

“…Research in this area is very limited; there is literature describing implementations and data outcome measures (Martinez-Maldonado et al, 2017) and how the structure of learning environments affects the behaviour of learners (Thompson et al, 2013), but there is minimal literature describing the student experience and comparing learning environments. There has been little research into the impact of the physical space in which we learn, particularly with regard to purpose-built technology-rich learning spaces (Brooks & Solheim, 2014;Verdonck et al, 2018;Yeoman & Wilson, 2019), which could further enrich active learning.…”

Section: Introductionmentioning

confidence: 99%

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

Donkin

2021

AJET

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Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p < 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces. Implications for practice or policy: Learning outcomes can be improved by investing in technology-enabled collaboration studios. Engagement and a sense of professional practice are enhanced by active learning in a technology-rich learning environment. Institutions should invest in technology-enabled active learning spaces.

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Student experiences of learning in a technology-enabled learning space

Cited by 23 publications

References 18 publications

Role of technology in the design of learning environments

Role of technology in the design of learning environments

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

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