Hybrid environments for universities

Ninnemann, Katja; Liedtke, Bettina; Heijer, Alexandra den; Gothe, Kerstin; Loidl-Reisch, Cordula; Nenonen, Suvi; Nestler, Jonathan; Tieva, Åse; Wallenborg, Christian

doi:10.31244/9783830991793

Cited by 17 publications

(10 citation statements)

References 6 publications

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“…Hybriditet löser upp gränser mellan formella och informella lärandemiljöer eftersom lärande sker oberoende av tid och plats. Urbana miljöer och våra hem är också platser för lärande som leder till en utvidgad förståelse av vad universitetet är som plats (Ninnemann et al, 2020). Även utomhusmiljöer har uppmärksammats i samband med pandemin och i litteraturen ges exempel på bruk av tält eller utnyttjande av parkeringsplatser (Deshmukh, 2021).…”

Section: Leijon Og Stigmarunclassified

Pandemins påverkan på universitetslärares pedagogiska praktik

Leijon

Stigmar²

2022

DUT

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I artikeln utforskas hur universitetslärares pedagogiska praktik har påverkats av den digitala omställningen under pandemin. Vi diskuterar särskilt kunskapsområden som digitala medier, design av fysisk och digital lärandemiljö, arbetsmiljö, riskbedömning, tillgänglighet och sociala relationer. Resultatet, som bygger på pilotstudien ”The Corona Crash Course” och aktuell forskning, visar att de kunskapsområden som tydliggjorts under den digitala omställningen främst handlar om genomförande av undervisning. Två nya kunskapsområden har identifierats: arbetsmiljö och riskbedömning. Nu behövs tid för reflektion och stöd så att universitetslärare kan utveckla en postpandemisk praktik som vilar på vetenskaplig grund.

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Section: Leijon Og Stigmarunclassified

Pandemins påverkan på universitetslärares pedagogiska praktik

Leijon

Stigmar²

2022

DUT

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“…Although physical spaces are relevant to the learning environment of architecture education, recent studies indicate the increasing possibility of adopting virtual learning environments for future design courses in light of the development of ICT (Alnusairat et al , 2020; Ninnemann et al , 2020; Saghafi, 2015). In fact, virtual design studios have been implemented recently in most architecture design courses owing to the COVID-19 pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Designing an accommodation strategy: findings from an architecture school

Riratanaphong

2021

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Purpose This study aims to explore the need for space (demand) and the provision thereof (supply) in the Faculty of Architecture building at Thammasat University Rangsit campus using variables from the designing an accommodation strategy (DAS) framework; these variables are incorporated to test and improve the framework. Another purpose is to examine the planning and development of the faculty building to understand its strategy, which serves as a means to contribute to the planning and development theory. Design/methodology/approach A case study of the Faculty of Architecture building was conducted at Thammasat University in Thailand. The DAS framework was used to reconstruct and examine the development process of the building to determine the gaps between supply and demand in terms of building space, to reflect on the building plan and process and to make suggestions as to how the DAS framework might be improved. Research methods included interviews and document analysis concerning space requirements and provision in the Faculty of Architecture building. Findings The gaps between supply and demand in terms of the faculty building space are affected by the condition of the building (i.e. building obsolescence), the number of building users and the changing environmental context. This study shows that both pre-design and post-occupancy evaluation are essential to collect data concerning the match or mismatch between supply and demand of space and to assess users’ needs and preferences concerning the faculty building. Regarding the building development process, factors impacting the step-by-step planning of the real estate interventions include the organisational context (public/private sector) and the management of the construction project (time, cost, quality). The DAS framework is found to be useful for structuring the information-generating processes necessary to determine gaps between demand and supply in terms of space and for making decisions regarding real estate interventions. Research limitations/implications Additional case studies in different environmental and organisational contexts are required to test the DAS framework and improve data validity. This study was conducted during the COVID-19 pandemic period, which affected data accessibility. Practical implications The results provide insight into the influence of various factors on the decision of corporate real estate. The DAS framework can be used to explore the range of demand for and supply of space and to find an optimal match. Originality/value This paper shows valuable steps in planning and development of educational real estate and a first application of the DAS framework in Thailand. The findings confirm the importance of the physical learning environment of architecture schools, particularly the studio spaces required in architecture education.

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“…The use of space in a more effective way is an ever-going issue at higher education institutions, as these are often highly hierarchical and slow-moving organisations with a large and ageing real estate portfolio (Valks et al , 2018) acting as a space barrier. Yet, physical space remains a defining characteristic of campuses as hybrid environments (Ninnemann et al , 2020).…”

Section: Working and Learning Spaces In Higher Education Institutions...mentioning

confidence: 99%

Will interfaces take over the physical workplace in higher education? A pessimistic view of the future

Horváth

Csordás

Ásványi

et al. 2021

JCRE

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Purpose The purpose of this paper is to argue for the sustained need for the physical workplace and real-life encounters in higher education even in the digital age despite being seemingly transformable into the virtual sphere as seen during the COVID-19 situation. Design/methodology/approach This study is based on a collaborative autoethnography by a group of seven higher educators with an overall 2,134 student encounters during the study’s time span. The authors then connect these practitioner observations with relevant COVID-19-related studies thereby adding to research on higher education as a workplace. Findings The data suggest that the physical workplace strongly bolsters the personal experience and effectiveness of higher education through contributing to its dynamics. Spaces predetermine the scope and levels of human interaction of teaching and learning. In a physical setting, all senses serve as mediators, whereas, online, only two senses are involved: vision and hearing. The two-dimensional screen becomes a mediator of communications. In the physical space, actors are free to adjust the working space, whereas the online working space is limited and defined by platforms. Practical implications Although higher education institutions may indeed fully substitute most practices formerly in a physical setting with online solutions, real-time encounters in the physical working space belong to its deeper raisons d'être. Originality/value This paper highlights the necessity of the physical workplace in higher education and describes the depriving potential of the exclusively online higher education teaching setting.

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Hybrid environments for universities

Cited by 17 publications

References 6 publications

Pandemins påverkan på universitetslärares pedagogiska praktik

Pandemins påverkan på universitetslärares pedagogiska praktik

Designing an accommodation strategy: findings from an architecture school

Will interfaces take over the physical workplace in higher education? A pessimistic view of the future

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