Transforming the twenty-first-century campus to enhance the net-generation student learning experience: using evidence-based design to determine what works and why in virtual/physical teaching spaces
AuthorFisher, K; Newton, C
Source TitleHigher Education Research and Development
PublisherTaylor & Francis (Routledge)
AffiliationArchitecture, Building and Planning
Document TypeJournal Article
CitationsFisher, K. & Newton, C. (2014). Transforming the twenty-first-century campus to enhance the net-generation student learning experience: using evidence-based design to determine what works and why in virtual/physical teaching spaces. Higher Education Research and Development, 33 (5), pp.903-920. https://doi.org/10.1080/07294360.2014.890566.
Access StatusOpen Access
The twenty-first century has seen the rapid emergence of wireless broadband and mobile communications devices which are inexorably changing the way people communicate, collaborate, create and transfer knowledge. Yet many higher education campus learning environments were designed and built in the nineteenth and twentieth centuries prior to wireless broadband networks. Now, new learning environments are being re-engineered to meet these emerging technologies with significant challenges to existing pedagogical practices. However, these next generation learning environments (NGLEs) have not been evaluated thoroughly to see if they actually work as they are scaled up across the higher education system. Whilst there have been a range of NGLEs designed globally – with Australia leading in the past five years or so – it is timely that a more rigorous research methodology drawing from health facility evidence-based design is taken to evaluate their effectiveness in improving the student experience and learning outcomes.
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