Teaching in the Next Generation Learning Spaces: A Qualitative Study on Polytechnic Lecturers’ “Lived” Experiences

Shirley Tan

doi:10.26182/4aa9-jj55

Teaching in the Next Generation Learning Spaces: A Qualitative Study on Polytechnic Lecturers’ “Lived” Experiences

Shirley Tan

Graduate School of Education

Research output: Thesis › Doctoral Thesis

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Abstract

Previous studies on Next Generation Learning Spaces (NGLS) concentrated mainly on their structural and financial aspects, with only limited research directed at practitioners and their practices. This qualitative study focused on practitioners' "lived" experiences while adapting their teaching in the NGLS environment. Given the outbreak of the COVID-19 virus, data collection pivoted online, allowing the researcher to capture the trajectory of change that transpired. It highlighted three stages of a Change in Practice (CIP) process, namely, recognising, acknowledging and adjusting. The research outcomes comprise a transformative CIP theory and subsidiary propositions that are applicable to practitioners operating in NGLS.

Original language	English
Qualification	Doctorate
Awarding Institution	The University of Western Australia
Supervisors/Advisors	Clarke, Simon, Supervisor O'Neill, Marnie, Supervisor
Award date	11 Aug 2022
DOIs	https://doi.org/10.26182/4aa9-jj55
Publication status	Unpublished - 2022

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10.26182/4aa9-jj55

THESIS - DOCTOR OF EDUCATION - TAN, Shirley Shih Wui - 2022
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Teaching in the Next Generation Learning Spaces: A Qualitative Study on Polytechnic Lecturers’ “Lived” Experiences

Abstract

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