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ERIC Number: EJ922859
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1065-0741
Virtual Learning Environments through a Different Lens: Potentials of the Intermediate Space
Hall, Andrew G.; Zentgraf, Claudia
Campus-Wide Information Systems, v27 n3 p127-136 2010
Purpose: This paper aims to explore the concept of Winnicott's intermediate space as a method of understanding the role of learning spaces in the development of technology-enhanced educational organisations. Design/methodology/approach: The approach takes the form of a comparative analysis of interaction within face-to-face and online learning environments. Data were collected from two cohorts of students, audio recordings of face-to-face seminars were made, and all of the discussion boards were analysed. The paper explores whether online discussion groups can be said, in Winncottian terms, to provide a "good enough" environment. The analysis focuses on introductory discussions and uses Sacks's concept of false-firsts to describe the ways in which preliminary issues are dealt with in face-to-face seminars, and proceeds to examine how these occur in online environments. Findings: The findings suggest a pedagogical basis to consider the learner's personal need for connection between experiences, imaginations and the real world. From the analysis, online discussion environments can be said to encourage learning in an intermediate space where students can, independently of the tutor, engage in the educational experience at hand. Originality/value: The concept of intermediate space has value as a method of conceptualising more open educational environments, both virtual and physical. Furthermore, it has the potential to provide a framework within which emerging issues of space, place, and the learner can be considered. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom