Swinnerton, B orcid.org/0000-0002-4241-4952 (2021) Collaborative lecture theatres: Does redesign of teaching space impact on pedagogy? Journal of Learning Spaces, 10 (3). pp. 1-12. ISSN 2158-6195
Abstract
This paper focuses on a UK higher education institution (HEI which redesigned three lecture theatres as ‘Collaborative Lecture Theatres’ (CLTs). Using Radcliffe’s framework for designing and evaluating learning spaces and using his three related components; pedagogy, space and technology it will explore how the redesigned rooms (space) and the introduction of technology has influenced pedagogy. The study utilises surveys and interviews with staff in different contexts within this institution, using the redesigned rooms. The data show that changing the design of the room and the technology within it does not necessarily lead to a change in pedagogy for all.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author, 2021. This work is licensed under a Creative Commons Attribution 3.0 Unported License. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 02 Aug 2021 14:43 |
Last Modified: | 06 Feb 2024 16:55 |
Published Version: | https://libjournal.uncg.edu/jls/article/view/2089 |
Status: | Published |
Publisher: | University of North Carolina at Greensboro |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:176685 |