University Estates and Postdigital Higher Education: Space, Place, and Being a University

Spire, Zachery

doi:10.1007/s42438-022-00314-3

Cited by 6 publications

(1 citation statement)

References 24 publications

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“…Furthermore, the recent COVID-19 pandemic forced institutions globally to adjust their mix of remote and in-person delivery to support learning and teaching (Tsang et al, 2021). It seems likely that, post-pandemic, there will be ongoing pressures to retain elements of online and hybrid learning to increase flexibility, inclusivity and to accommodate a growing and diverse student population (Spire, 2022).…”

Section: Contextmentioning

confidence: 99%

Combining Worlds: A Mixed Method for Understanding Learning Spaces

McCrone

Kingsbury

2023

International Journal of Qualitative Methods

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Understanding student interaction in learning spaces is an ongoing challenge. The move away from didactic lecture delivery towards more active and hybrid learning renders this challenge ever more difficult. Researching pedagogic use of informal learning space, which is not formally timetabled or controlled, is always challenging because it is interacted with only transiently by both students and teachers. This paper introduces a mixed methods, phenomenological approach used in recent research to investigate campus learning spaces in face-to-face learning contexts. The full mixed methods approach combined space occupancy monitoring data with naturalistic ethnographic observation, field interviews and, where appropriate, more formal in-depth interviews to provide an effective way of understanding student and teacher engagement with learning spaces. Convergent use of these qualitative and quantitative methods yielded data which informed the application of subsequent methods, and the investment of researcher, pedagogic and infrastructural resource. In this paper we argue that as learning outside of formal teaching spaces increases, these mixed methods enable better, more efficient monitoring of pedagogic use of informal learning spaces. The mixed method can be adapted depending on the question being addressed and has the potential to inform resource allocation and investment into pedagogic and infrastructural change.

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Section: Contextmentioning

confidence: 99%