A theoretical review and new directions for designing hybrid learning spaces with web2.0 technologies

Abstract

Learning spaces can have a significant impact on learning. The

emergence of virtual space with information technology has transformed

the spatial design and organization of the learning spaces. Embodied

web2.0 technologies, which empower learners and allow learners

collaboration, sharing, and participation between asynchronous and

synchronous, have been increasingly changing the way of learning and

extending the learning spaces. In spite, an important piece of

restructuring learning spaces with web2.0 is not concerned. The

purpose of this study is to conceptualize comprehensive constructs for

understanding the learning spaces and explore the learning

technologist's roles for designing learning spaces with web2.0

technologies through a hybrid approach. Some suggestions for the

learning technologists when they design for hybrid learning spaces with

web2.0 are as follows: Utilization of affordance-based design through a

hybrid approach; Application of self-directed learning strategies in

hybrid learning spaces; Integration of Net gen-based design with

content strategies; Focusing of designing space for learning itself