The impact of new collaborative learning spaces on tertiary teacher practice

Loading...
Thumbnail Image
Other Title
Authors
Haines, Karen
Maurice-Takerei, Lisa
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2019
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
tertiary education
learning spaces
effective teaching
new collaborative learning spaces
classrooms
Citation
Haines, K. J., & Maurice-Takerei, L. (2019). The impact of new collaborative learning spaces on tertiary teacher practice. Journal of Learning Spaces, 8 (2), 12-24.
Abstract
Institutions may invest heavily into building and equipping new learning teaching spaces with the intention of encouraging active and collaborative learning to occur. However, there may not be a concomitant shift in teachers’ existing pedagogical practices. This qualitative study examined the perspectives of thirty-two tertiary teachers across a range of disciplines at a single institution. The findings suggest that working in new collaborative learning spaces challenged many participants to make changes to their existing practices that moved them along a possible continuum to be more facilitative and learner-centered in their approach.
Publisher
University of North Carolina at Greensboro
Link to ePress publication
DOI
Copyright holder
Copyright notice
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
Copyright license
This item appears in: