Student experiences of learning in a technology-enabled learning space

When students are given the opportunity to articulate their experiences in a technology-enabled space, we gain insights into how the space impacts on their learning. This research contributes to the growing interest in the development of technology-enabled learning spaces in Australian higher education. A qualitative participatory research approach incorporating Photovoice, provided insights into students' experiences of a tiered technology-enabled learning space. Participants included students who attended courses delivered in a 4-tiered learning space which accommodates 75 students at 14 small group desks. Thematic analysis of 85 student Photovoice reflections identified both learning environment challenges and affordances. Findings suggest that physical and technological affordances of this type of learning environment accommodate collaborative learning and indicate that technology-enabled learning spaces can encourage group work, self-directed learning and facilitate deeper learning through collaboration.