Asian Journal of Distance Education

Yazarlar: Ebba OSSIANNILSSON

Konular:

Anahtar Kelimeler:Cross action space,Innovative learning,Innovative learning space,Next-generation learning space,Quality of learning and teaching

Özet: The purpose of this article is to identify, analyze, and discuss the current state of the art in innovative learning spaces and next-generation learning spaces. The article focuses on the ongoing efforts to combine space, technology, and pedagogy to ensure learner success. The concept and characteristics of innovative learning spaces are discussed and elaborated. So are global challenges to the educational sector. In the discourse of rethinking traditional learning spaces, aligning them with learners’ expectations and the joy of learning are highly emphasized worldwide. Learning is ubiquitous today. It can take place anywhere, anytime and in many formats—formal, informal, and non-normal. Space, whether physical or virtual, can have a significant impact on learning. Those who create learning environments, such as faculty, learning technologists, librarians, estates, and administrators, understand that learners’ expectations influence such spaces. These learning environments creators also understand the principles and activities that facilitate learning, and the role of technology and digitization in learning. However, the most important stakeholders are the learners, who in the 21st century are co-producers, controllers, and orchestrators of their own learning. In the 21st century, from the pedagogical perspective, to offer and implement innovative learning spaces is a matter of taking into account the rights of learners. This means that the learners can expect and have the rights to modern, and high-quality environments which facilitate and empower learning in and for the 21st century.

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