Impact of Educational Systems on the Design of E-Learning Spaces in Higher Education Institution Campuses Journal of Architectural Education (original) (raw)
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SUMMARY: The Higher Education Institution and the Construction Industry are yet to define the most appropriate and effective design parameters for E-learning spaces within Higher Education Institutions (HEI). Those which exist, focus mainly on cost, budget and timely delivery i.e. the process only not the product. An effective approach to e-learning space design is needed to address the problems of space efficiency, effectiveness, quality, innovativeness, performance and client satisfaction. A study into the the impact of e-learning on facilities and design; the design of future spaces and how we get there; the impact of blended learning on space design; designing for the learn anytime, anywhere paradigm; security issues of e-learning and e-learning space design, and the levels of design risk in an e-learning infrastructure was seen to be relevant in proffering solutions to these issues. Research outcome-Three main constructs, Space design, Technology and the E-learning research focus (ELSD focus), emerged as significant components for the design of e-learning spaces. The relationship between the components is such that the design of spaces with consideration of the ELSD research focus would ensure the effective identification, interpretation and delivery of users' requirement while maximising the benefits of the adoption of appropriate technology within HEI facilities. The construction industry is increasingly engulfed by globalisation where clients, business partners and customers are found in virtually every corner of the world. Communicating, reaching and supporting them are no longer optional but are imperative for continued business growth and success. (Choen Weng Lou & Alshawi, pg. 98(2009) In the academic world a major strategy for success in this regard is the goal of an institution versus its learning strategy and learners (the customers). Therefore the ability to communicate and provide the learners with competitive learning spaces which allows users' secure access to a wide variety of learning environments is essential for the successful learning outcomes to be obtained as well as benefits to the educational system and all parties involved. This paper presents critical analyses of success factors for the implementation of e-learning space design in technology supported learning environments in HEI campuses with
The UK Industry is yet to define the most appropriate and effective architectural design parameters for E-learning spaces. Those which exist, focus mainly on cost, budget and timely delivery i.e. the process only not the product. An effective approach to e-learning space design is needed to address the problems of space efficiency, effectiveness, quality, innovativeness, performance and client satisfaction. This paper reports part of a study which aimed to develop a novel methodology for e-learning space design, by investigating: the impact of e-learning on facilities and design; the design of future spaces and how we get there; the impact of blended learning on space design; designing for the learn anytime, anywhere paradigm; security issues of e-learning and e-learning space design, and the levels of design risk in an e-learning infrastructure. A Grounded theory approach was used during initial desk studies, synchronized with a three part forum and pilot survey of 33participants. Participants" thought that the forum "forced fresh thinking; and identified the need for collaboration amongst HEIs." Dialogue between stakeholders, designers and end-users was seen as a way forward. From this process, two hypotheses were developed: 1) e-learning space design could affect users" learning outcomes and 2) user"s learning requirements were different and varied. Case studies of 11 HEI"s, 10 interviews and subsequently a questionnaire survey was administered to test these. Users" and stakeholders requirements and good examples of e-learning space design were identified. Data were analysed using a mixed-method research design approach within the context of eclectic studies. Three main constructs, Space design, Technology and the E-learning research focus (ELSD focus), emerged as significant components in the development of a novel framework for the design of e-learning spaces. The relationship between the components is such that the design of
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