SPACES FOR LEARNERS AND LEARNING: EVALUATING THE IMPACT OF TECHNOLOGY-RICH LEARNING SPACES

Abstract

This article discusses the utility of evaluating technology-rich learning spaces, exploring approaches and tools from a practitioner perspective. It provides a brief introduction to the concept of ‘technology-rich learning spaces’ and explores approaches to evaluation, suggesting a framework with specific case studies to illustrate the varying approaches to evaluating innovative space design in higher education institutions. The role of learners in the evaluation methodology, and the importance of institutional context, will be explored to highlight whether impact can effectively be assessed. The authors conclude that rigorous evaluation studies must be underpinned by sound theoretical frameworks in order to understand the complexities of the student experience in blended learning environments.

Notes

1. See 〈http://www.edgehill.ac.uk/solstice〉.

Additional information

Notes on contributors

Susan Roberts

Susan Roberts, Dean of Learning Services, Learning Resource Centre, Edge Hill University, Ormskirk, Lancashire L39 4QP, UK. E-mail: [email protected]