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    The impact of new collaborative learning spaces on tertiary teacher practice

    Haines, Karen; Maurice-Takerei, Lisa

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    Haines, K. (2019).pdf (785.9Kb)
    Date
    2019
    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.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4747
    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.
    Keywords:
    New Zealand, tertiary education, learning spaces, effective teaching, new collaborative learning spaces, classrooms
    ANZSRC Field of Research:
    130103 Higher Education, 120104 Architectural Science and Technology (incl. Acoustics, Lighting, Structure and Ecologically Sustainable Design)
    Copyright Notice:
    This work is licensed under a Creative Commons Attribution 3.0 Unported License.
    Available Online at:
    http://libjournal.uncg.edu/jls/article/view/1783/1365
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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