Background: Future places for learning and working are digitally and physically integrated hybrid environments. The archetypical context of learning is the classroom, and context of working is the office; especially in knowledge work. New information and communication technologies enable the spatial reconfiguration of work opening possibilities for work to take place across multiple locations. This paper aims to explore how the conceptual framework of design-science research in Information Systems can be applied when the design object is a hybrid working environment.; Methods: The case study method as a qualitative approach was chosen; because it involves an empirical investigation of a particular contemporary phenomenon within its real life context using multiple sources of evidence. The empirical analysis of two hybrid working environments is based on Action Design Research (ADR)-entry points; where one analyzes two case studies stage by stage. By analyzing various stages in both case studies; one can identify co-designing challenges of hybrid working environments. Results: The results present four recommendations for co-designing of hybrid working environments. The use of hybrid working environment; the design of spatial solution; the identification of iterative processes; and the user experiences of presence and distance are significant. The Entry Point Analysis-tool can be used and further developed in analyzing and developing hybrid working environments. Conclusion: The results contribute to the tradition of usability studies. The usability briefing approach can be further developed by identifying the iterative processes inside the linear project management models. Additionally, design science research can find new insights from identification of the large stakeholder iterations more precisely.
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Purpose Future places for learning and working are digitally and physically integrated hybrid environments. The purpose of this paper is to analyse the co-creation process of the remote presence-based digital and physical co-working and co-learning place. The context is cross-cultural when Finnish space approach is applied and further developed in Namibia. Design/methodology/approach A qualitative case study is conducted of the Future Tech Lab (FT Lab) in the University of Namibia’s main campus. The case study of the FT Lab is about 200m2 space with three different zones in the University of Namibia’s main campus. The physical solution encourages collaboration and technical solutions interlink the place overseas by using the remote presence. The data are gathered by using document analysis, observations, participatory workshops and interviews including structured questionnaire. Findings The action design research approach is a functional framework to co-create hybrid environments in two ways. It helps to design digital and physical solutions as integrated entity. Additionally, it provides a tool to analyse decision-making processes as well as design initiatives, also from the cultural perspective. Both Finnish and Namibian cultures are normative and feminine, which helped the realisation of the project based on mutual trust. However, the differences in power distance were affecting the process fluency and decision-making processes. Research limitations/implications The findings indicate that the co-design of the hybrid-learning environment sets requirements for the physical solution such as surface materials for premises and retrofitting of technology, which need to be considered by co-creation from the shared vision to realisation of the space. The co-creation involves many stakeholders, and cultural differences have a different impact on various stages of the co-creation process. Originality/value The cultural context in the case study provides an interesting comparison between the Finnish and Namibian approach. The remote presence and its requirements provide new knowledge and guidelines for co-creation of hybrid environments.
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