Page Header

The impact of new collaborative learning spaces on tertiary teacher practice

Karen Haines, Lisa Maurice-Takerei

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.


Full Text:

PDF


ISSN: 21586195

Visit the Journal of Learning Spaces on Facebook

Creative Commons Licensed This work is licensed under a Creative Commons Attribution 3.0 Unported License.