Abstract:

In this paper, we investigate the impact space in supporting collaborative teaching and learning behaviors in a large quantitative unit. In particular, we examine the effectiveness of changes implemented to a non-teaching space to encourage peer collaboration in a growing undergraduate and postgraduate statistics unit and the interrelationship of pedagogy, space, and technology. In past semesters, the unit has been delivered in multiple streams using different learning spaces. Most recently, the unit was delivered as a workshop/lectorial in one large class setting with one lecturer and multiple facilitators. Current learning space methodology was employed to convert a conference area into a learning space which caters for collaboration between students and facilitators. Students were observed and surveyed to test the aspirations of the design of the space and evaluate its effectiveness. A total of 116 students were surveyed (67 undergraduate and 49 postgraduate) using a 5-point Likert scale. Overall students felt the space enabled effective collaboration with their peers, and also with the facilitators. Students felt engaged in the course and enjoyed learning in this space. Some students also took part in a focus group, and facilitators were interviewed. A critical finding from these interviews was that while the space enabled collaboration, it was as much the unit content and the pedagogical activities that enhanced their learning and engagement during class. This finding highlights the importance of the interrelationship of pedagogy, space, and technology in the learning journey of students.

Keywords:

Peer collaboration, learning space, student engagement, pedagogy.