Abstract
Optimal learning space enhances teaching and learning experience and may differ from one discipline to another. This research aimed to explore the opinions on learning spaces for teaching and learning orthodontic course among recent dental graduates. Focus group discussions (FGD) were conducted in 2018 with two groups of recent graduates (eight participants per group) based on their orthodontic examination results (high and low grades). They were asked to give their opinions on the learning space provided for orthodontic lectures, tutorials, clinics, self-study and networking. Discussions during the FGD were audio and video recorded. Data were transcribed and thematically analysed using the NVivo version 12 software. For lectures, the graduates preferred a conventional lecture hall layout with an individual power outlet and a desk large enough for a laptop. For tutorials, the graduates with higher grades preferred e-tutorials while the graduates with lower grades preferred the conventional tutorials. For clinical teaching, the graduates perceived the laboratory’s operating hours as limited and suggested a 24-h access card. The graduates preferred live-streaming sessions instead of on-site teachings for combined clinics. They also felt that they do not have time for self-study and networking during their time in the campus. The findings of the study showed that learning space preferences of undergraduate dental students for lecture, tutorial, clinic, self-study and networking were more focused towards their learning activities, which were different from the current concept of learning space. Future planning of learning space should consider students’ preferences in order to fulfil their learning goals. © 2020 Penerbit Universiti Sains Malaysia
Highlights
Learning space is defined as face-to-face, collaborative and technology enabled learning environments (Oblinger, 2005; Joint Information Systems Committee, 2006)
Learning space preferences of higher education students mainly result from their learning goals and evolving study activities (Scottish Funding Council, 2006; Beckers, 2016)
This research aimed to explore the opinions on learning space for teaching and learning orthodontic course among recent dental graduates
Summary
Learning space is defined as face-to-face, collaborative and technology enabled learning environments (Oblinger, 2005; Joint Information Systems Committee, 2006). Learning space has evolved from the traditional classroom to the technology-rich active learning space with flexible furniture to promote student-teacher and student-student interactions. Archives of Orofacial Sciences 2020; 15(2): 175–185 current concept of learning space, sometimes referred to as interactive learning space (ILS), which utilises flexible furniture and technology to promote interactions in the classroom is emerging slowly. Learning space preferences of higher education students mainly result from their learning goals and evolving study activities (Scottish Funding Council, 2006; Beckers, 2016). It is suggested that further research should involve different disciplines and identify differences in the preferences of learning space between countries (Beckers, 2016). The study chose recent dental graduates because they had experienced the full extent of the 5-year undergraduate curriculum delivered in the latest learning space at the faculty
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