Reflective renovation
Insights from a collaborative and active learning space project evaluation
Bibliographic Data
| ID | 19514530 |
|---|---|
| Authors | Bing Mei (0000-0001-9185-7509, University of Auckland), Linda May (0000-0002-6676-1721, University of Auckland) |
| Year | 2018 |
| Volume | 34 |
| Issue | 6 |
| Publication date | 2018-12-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australasian Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 1449-3098 • E-ISSN: 1449-5554 |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ) |
| DOI | 10.14742/ajet.4476 |
| OpenAlex | W2904021758 |
| Language | EN |
| Citations received | 5 |
| References cited | 6 |
With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students
Business · Engineering management · Knowledge management · Mathematics education · Medical education · Project-Based Learning · Computer Science · Engineering · Experimental Learning in Engineering · Medicine · Online and Blended Learning · Psychology · Reflective Practices in Education
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Reflective renovation
| Citations per year | 0.63 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |