Student experiences of learning in a technology-enabled learning space

ABSTRACT

When students are given the opportunity to articulate their experiences in a technology-enabled space, we gain insights into how the space impacts on their learning. This research contributes to the growing interest in the development of technology-enabled learning spaces in Australian higher education. A qualitative participatory research approach incorporating Photovoice, provided insights into students’ experiences of a tiered technology-enabled learning space. Participants included students who attended courses delivered in a 4-tiered learning space which accommodates 75 students at 14 small group desks. Thematic analysis of 85 student Photovoice reflections identified both learning environment challenges and affordances. Findings suggest that physical and technological affordances of this type of learning environment accommodate collaborative learning and indicate that technology-enabled learning spaces can encourage group work, self-directed learning and facilitate deeper learning through collaboration.

KEYWORDS:

• Collaborative learning
• active learning
• photovoice
• student voice

Acknowledgments

We would like to acknowledge the University of the Sunshine Coast for supporting this study through a Learning and Teaching Exploratory Research Grant. We would also like to thank the students who participated for giving their time and their insights.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the University of the Sunshine Coast [Learning and Teaching Grant].

Notes on contributors

Michele Verdonck

Michele Verdonck, is a Senior Lecturer, at the University of the Sunshine Coast, Australia. She has a strong interest in the use of technologies in learning and teaching as well as supporting occupational therapists in the use of technologies in everyday practice.

Ruth Greenaway

Ruth Greenaway is Director, Centre for Support and Advancement of Learning and Teaching at the University of the Sunshine Coast. She leads a team which supports academics in curriculum design and Blended Learning approaches to learning and teaching.

Ann Kennedy-Behr

Ann Kennedy-Behr is Lecturer and Program Coordinator for the Bachelor of Occupational Therapy (Hons) at the University of the Sunshine Coast, Australia.

Elizabeth Askew

Elizabeth Askew is an Educational Designer within the Curriculum Support team at the University of the Sunshine Coast. She supports academics in Blended Learning approaches to learning and teaching.