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AuthorsDare, Fadeke Taiye
MetadataShow full item record
AbstractThe Higher Education Institution and the Construction Industry are yet to define the most appropriate and effective 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 study aimed to develop a novel methodology for e-learning space design, by investigating: the impact of e-learning on facilities and design; the impact of e-learning on the design of future spaces; 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, the levels of design risk in an e-learning infrastructure and inclusive design issues. A Grounded theory approach was used during initial desk studies, synchronized with a three part forum and pilot survey of 33participants. From this process, two hypotheses emerged; firstly, e-learning space design could affect users‘ learning outcomes and secondly that; user‘s learning requirements were different and varied. To investigate further, site based analyses of 11 HEI‘s, 10 interviews and subsequently a questionnaire survey was administered. Users‘ and stakeholders requirements and good examples of e-learning space design were identified. Data were analysed using a mixed-method research design approach. Three main constructs, Space design, Technology and the E-learning Space Design 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 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. This was therefore proposed as the realistic framework/model for future design of E- learning Spaces in HEI campuses. The framework was adapted into a conceptual design guide to provide guidance for future space design. It is expected the study will support the HEI sector globally as it moves towards achieving best practice solutions to future E-learning space design in HEI campuses.
PublisherUniversity of Wolverhampton
TypeThesis or dissertation