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Journal articles on the topic 'Learning space'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Marie Lockton, Marie Lockton, Anita Caduff Marie Lockton, Martin Rehm Anita Caduff, and Alan J. Daly Martin Rehm. "Extending the Learning Space: Cultivating an Online Learning Community in Support of District Professional Learning." 教育政策與管理 8, no. 8 (December 2022): 001–29. http://dx.doi.org/10.53106/251889252022120008001.

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Talbert, Robert, and Anat Mor-Avi. "A space for learning: An analysis of research on active learning spaces." Heliyon 5, no. 12 (December 2019): e02967. http://dx.doi.org/10.1016/j.heliyon.2019.e02967.

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3

Boers-Visker, Eveline. "Learning to use space." Sign Language and Linguistics 24, no. 2 (June 11, 2021): 285–94. http://dx.doi.org/10.1075/sll.00062.boe.

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4

Sedlmeier, Andreas, and Sebastian Feld. "Learning indoor space perception." Journal of Location Based Services 12, no. 3-4 (October 2, 2018): 179–214. http://dx.doi.org/10.1080/17489725.2018.1539255.

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Martland, Rebecca. "Space to lead learning." Early Years Educator 21, no. 11 (March 2, 2020): 18–20. http://dx.doi.org/10.12968/eyed.2020.21.11.18.

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6

Wible, B. "Learning to Share Space." Science 331, no. 6020 (February 24, 2011): 988. http://dx.doi.org/10.1126/science.331.6020.988-a.

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7

Fabisch, Alexander, Yohannes Kassahun, Hendrik Wöhrle, and Frank Kirchner. "Learning in compressed space." Neural Networks 42 (June 2013): 83–93. http://dx.doi.org/10.1016/j.neunet.2013.01.020.

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8

Hughes, Billie, Barry Kort, and Jim Walters. "Virtual space learning MariMUSE." ACM SIGCUE Outlook 22, no. 2 (April 1994): 17–22. http://dx.doi.org/10.1145/182815.182817.

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9

Williamson, Andy, and Carolyn Nodder. "Extending the learning space." ACM SIGCAS Computers and Society 32, no. 3 (September 30, 2002): 1. http://dx.doi.org/10.1145/644618.644620.

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Guan, Renchu, Xu Wang, Maurizio Marchese, Mary Qu Yang, Yanchun Liang, and Chen Yang. "Feature space learning model." Journal of Ambient Intelligence and Humanized Computing 10, no. 5 (May 9, 2018): 2029–40. http://dx.doi.org/10.1007/s12652-018-0805-4.

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Hillstrom-Svercek, Sandra. "Space: A learning center." Day Care & Early Education 12, no. 4 (June 1985): 31–36. http://dx.doi.org/10.1007/bf01619854.

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12

Prade, Henri, and Mathieu Serrurier. "Bipolar version space learning." International Journal of Intelligent Systems 23, no. 10 (October 2008): 1135–52. http://dx.doi.org/10.1002/int.20310.

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13

Gibau, Gina Sanchez, Francia Kissel, and Modupe Labode. "Starting with the Space: Integrating Learning Spaces and Technologies." Journal of Teaching and Learning with Technology 8, no. 1 (August 6, 2019): 17–32. http://dx.doi.org/10.14434/jotlt.v8i1.26743.

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Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

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Garay-Rondero, Claudia Lizette, Ericka Zulema Rodríguez Calvo, and David Ernesto Salinas-Navarro. "Experiential learning at Lean-Thinking-Learning Space." International Journal on Interactive Design and Manufacturing (IJIDeM) 13, no. 3 (May 18, 2019): 1129–44. http://dx.doi.org/10.1007/s12008-019-00578-3.

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15

Kayama, Mizue, and Toshio Okamoto. "Collaborative Learning in the Internet Learning Space." Industry and Higher Education 16, no. 4 (August 2002): 249–59. http://dx.doi.org/10.5367/000000002101296360.

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The purpose of this study is to support learning activity in the Internet learning space. In this paper, the authors examine knowledge management and the presentation of information for collaborative learning support. RAPSODY-EX (Remote and Adaptive Educational Environment: A Dynamic Communicative System for Collaborative Learning) is a remote learning support environment organized as a learning infrastructure. RAPSODY-EX can effectively carry out collaborative learning support in asynchronous and synchronous learning modes. Remote learning is a learning style in which both individual and collaborative learning are carried out via a multimedia communication network. In the remote learning environment, the arrangement and integration of information are designed to support the decision making of learners and mediators. The aim of the project is to construct a continuously growing digital portfolio database. In addition, the architecture required for the learning environment which includes such a database is examined.

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16

Kang, Kyunglee. "A Study on the Convergence Space of School Space, Natural Space, and Virtual Space: Focused on the Lefebvre's Spatial Theory." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 41–54. http://dx.doi.org/10.22251/jlcci.2023.23.1.41.

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Objectives The purpose of this study is to study the convergence space of school space, natural space, and virtual space as an educational space focused on the Lefebvre's spatial theory. Methods In this study, Lefebvre's spatial theory was selected as the analysis framework and the collected data were analyzed focusing on the spatial practice, spatial representation, and reproduction space of the Lefebvre's spatial theory. Results First, the characteristics and limitations of school space as a recent educational space are as follows. The characteristics of school space are the space where control of education and learner's autonomy coexist in the context of spatial practice, the space where the government led of education and the initiative of the learner coexist in the context of spatial representation, and the space where the knowledge transfer of education and learner's activity coexist in the context of reproduction space. The limitations of school space were found to identify school space as a specific physical space, the influence of the educational system on school space, and to limit the members of school space to teachers and students. Second, the characteristics and possibilities of natural space and virtual space as an alternative educational space are as follows. The characteristics of natural space and virtual space appeared as a space of motivation for learning from the spatial practice, a learning space of community from the spatial representation, and a learning space of interaction from the reproduction space. The possibilities of natural space and virtual space appeared as new educational spaces from the spatial practice, the possibility of qualitative improvement from the reproduction space, and the possibility of participation of various educational members from the reproduction space. Third, the characteristics and directions of the convergence space of school space, natural space, and virtual space as a future educational space are as follows. The characteristics of the convergence space are a curious learning space through the physical connection of education space and learning spaces from the spatial practice, a self-directed learning space through the systematic connection of education space and learning spaces from the spatial representation, and a creative experiential learning space through experiential connection of education space and learning spaces from the reproduction space. The direction of the convergence space appeared as a space of restoration of relationships for coexistence as a historical space. Conclusions First, a discourse centered on learners and instructors is required in the process of constructing a convergence space of school space, natural space, and virtual space in the educational field. Second, the establishment of policies is required in the process of applying the convergence space of school space, natural space, and cyberspace in the educational field. Third, the development of curriculum and education methods is required in the process of applying the convergence space of school space, natural space, and cyberspace in the educational field.

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Christoffersen, Deborah Lynn, Clifton B. Farnsworth, Evan D. Bingham, and James P. Smith. "Considerations for creating library learning spaces within a hierarchy of learning space attributes." Journal of Academic Librarianship 47, no. 6 (December 2021): 102458. http://dx.doi.org/10.1016/j.acalib.2021.102458.

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18

Newton, Clare Louise. "Space and Learning: High Performing Green Learning Environments." International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review 3, no. 6 (2007): 97–102. http://dx.doi.org/10.18848/1832-2077/cgp/v03i06/54433.

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19

Wahlstedt, Ari, Samuli Pekkola, and Marketta Niemelä. "From e-learning space to e-learning place." British Journal of Educational Technology 39, no. 6 (November 2008): 1020–30. http://dx.doi.org/10.1111/j.1467-8535.2008.00821_1.x.

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20

Minghai Yuan, Minghai Yuan, Chenxi Zhang Minghai Yuan, Kaiwen Zhou Chenxi Zhang, and Fengque Pei Kaiwen Zhou. "Real-time Allocation of Shared Parking Spaces Based on Deep Reinforcement Learning." 網際網路技術學刊 24, no. 1 (January 2023): 035–43. http://dx.doi.org/10.53106/160792642023012401004.

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<p>Aiming at the parking space heterogeneity problem in shared parking space management, a multi-objective optimization model for parking space allocation is constructed with the optimization objectives of reducing the average walking distance of users and improving the utilization rate of parking spaces, a real-time allocation method for shared parking spaces based on deep reinforcement learning is proposed, which includes a state space for heterogeneous regions, an action space based on policy selection and a reward function with variable coefficients. To accurately evaluate the model performance, dynamic programming is used to derive the theoretical optimal values. Simulation results show that the improved algorithm not only improves the training success rate, but also increases the Agent performance by at least 12.63% and maintains the advantage for different sizes of parking demand, reducing the user walking distance by 53.58% and improving the parking utilization by 6.67% on average, and keeping the response time less than 0.2 seconds.</p> <p> </p>

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21

Byers, Terry, Wesley Imms, and Elizabeth Hartnell-Young. "Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning." Curriculum and Teaching 29, no. 1 (January 1, 2014): 5–19. http://dx.doi.org/10.7459/ct/29.1.02.

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22

Wheeler, Steve. "Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and Reflective Learning Spaces." Future Internet 1, no. 1 (July 13, 2009): 3–13. http://dx.doi.org/10.3390/fi1010003.

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23

Sam Lemonick. "Machine learning maps reaction space." C&EN Global Enterprise 99, no. 5 (February 8, 2021): 6. http://dx.doi.org/10.1021/cen-09905-scicon2.

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24

HUFF, Kelly A. "Space vs. place for learning." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 2 (December 15, 2020): 27–34. http://dx.doi.org/10.31926/but.pcs.2020.62.13.2.3.

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"COVID-19 has and will forever change educational practices. It is time to review, reflect upon, and implement new ways of teaching to best engage students that will integrate place-based education and project-based learning with in-person instruction, no matter the environment. Returning to the “old teaching practices” will not suffice in a post-pandemic society. This paper explores the difference in creating a mere space for learning and the profoundness of creating a place for all learners through lived experiences."

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25

Sandbach, Katrina. "Magnetic Learning Space through Design." International Journal of Design Education 8, no. 3-4 (2015): 17–28. http://dx.doi.org/10.18848/2325-128x/cgp/v08i3-4/38482.

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26

Karimi, Amirhossein, Luigia Ripani, and Tryphon T. Georgiou. "Statistical Learning in Wasserstein Space." IEEE Control Systems Letters 5, no. 3 (July 2021): 899–904. http://dx.doi.org/10.1109/lcsys.2020.3006965.

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27

Xu, Chang, Dacheng Tao, and Chao Xu. "Multi-View Intact Space Learning." IEEE Transactions on Pattern Analysis and Machine Intelligence 37, no. 12 (December 1, 2015): 2531–44. http://dx.doi.org/10.1109/tpami.2015.2417578.

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28

Szijarto, Barbara, and J. Bradley Cousins. "Making Space for Adaptive Learning." American Journal of Evaluation 40, no. 2 (July 15, 2018): 160–76. http://dx.doi.org/10.1177/1098214018781506.

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This article reports findings from a research program exploring the role of mediation in an “adaptive learning” process through study of developmental evaluation (DE). Our study focuses on how mediators might influence the relationships between components of a social learning system and the implications for adaptive learning. Specifically, we focused on evaluators making space for the interrogation of ideas and choices, why this is important, what strategies are used, and what challenges present. Data from a multiple case study of four DEs revealed multiple drivers behind a need to make space, including new trust factors, uncertainty and anxiety, and learning-related norms. Strategies that were employed included turning down the heat, seeking balance among competing needs, normalizing evaluation practice, and legitimizing DE. Results are discussed in terms of implications for evaluation capacity building in adaptive learning contexts. Questions for future inquiry are posed.

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29

Grzegorczyk, Grzegorz. "The Learning Space in Tutoring." Chinese Semiotic Studies 15, no. 4 (November 26, 2019): 589–626. http://dx.doi.org/10.1515/css-2019-0031.

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Abstract Following the relational turn that has been observed in the areas of therapy and medical care (cf. Dinis 2010), a similar trend is beginning to develop in education. One didactic manifestation is in academic tutoring, and can be considered as a prototype of personalized education, which is founded on interactivity, dialogicality, and languaging. In our text, we focus on the phenomenon of interactivity and, predominantly, languaging as the substrate for the emergence of a special domain. Here, the learning space is defined as “a cognitive situation where a learner attunes in his/her own epistemic change.” We observe that a learning space occurs as a teacher/tutor engages with aspects of the student’s/tutee’s epistemic frame by questioning, commenting on, or perspectivizing the utterances of the student. It follows that a learning space can be necessary but not sufficient for effective learning. As we show, some research into tutoring excessively idealizes it as an effective teaching tool. In the course of our brief scrutiny we find that success of the learning process also draws on factors like: being prepared being good at hearing and using hints being willing to improvise a learning trajectory allowing some degree of interdependence with the tutor using many kinds of first-order activity

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30

Walsh, Steve, and Li Li. "Conversations as space for learning." International Journal of Applied Linguistics 23, no. 2 (January 15, 2013): 247–66. http://dx.doi.org/10.1111/ijal.12005.

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31

Hemingway, Judy, and Felicity Armstrong. "Space, place and inclusive learning." International Journal of Inclusive Education 16, no. 5-6 (June 2012): 479–83. http://dx.doi.org/10.1080/13603116.2012.655502.

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32

Xue, Zhe, Guorong Li, Shuhui Wang, Weigang Zhang, and Qingming Huang. "Bilevel Multiview Latent Space Learning." IEEE Transactions on Circuits and Systems for Video Technology 28, no. 2 (February 2018): 327–41. http://dx.doi.org/10.1109/tcsvt.2016.2607842.

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33

Hollandsworth, Bobby. "Assessing library space for learning." Technical Services Quarterly 35, no. 3 (May 17, 2018): 316–17. http://dx.doi.org/10.1080/07317131.2018.1456878.

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34

Branch, James. "Learning from Networked Public Space." Cultural Politics 14, no. 1 (March 1, 2018): 129–31. http://dx.doi.org/10.1215/17432197-4313041.

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35

Xiaofei, He, and Lin Binbin. "Tangent space learning and generalization." Frontiers of Electrical and Electronic Engineering in China 6, no. 1 (January 14, 2011): 27–42. http://dx.doi.org/10.1007/s11460-011-0124-4.

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36

Anderson, Melissa. "Assessing Library Space for Learning." Public Services Quarterly 14, no. 1 (January 31, 2018): 55–56. http://dx.doi.org/10.1080/15228959.2018.1415508.

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37

Samuelson, Larissa K., Linda B. Smith, Lynn K. Perry, and John P. Spencer. "Grounding Word Learning in Space." PLoS ONE 6, no. 12 (December 14, 2011): e28095. http://dx.doi.org/10.1371/journal.pone.0028095.

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38

Edenius, Mats, and Ali Yakhlef. "Space, Vision and Organizational Learning." Management Learning 38, no. 2 (April 2007): 193–210. http://dx.doi.org/10.1177/1350507607075775.

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39

Jacobs, W. Jake, Kevin G. F. Thomas, Holly E. Laurance, and Lynn Nadel. "Place Learning in Virtual Space." Learning and Motivation 29, no. 3 (August 1998): 288–308. http://dx.doi.org/10.1006/lmot.1998.1008.

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40

Prüser, Jan. "Adaptive learning from model space." Journal of Forecasting 38, no. 1 (September 28, 2018): 29–38. http://dx.doi.org/10.1002/for.2549.

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41

Weems, Lisa. "Mediated Bodies and Learning Space." Philosophy of Education 68 (2012): 254–57. http://dx.doi.org/10.47925/2012.254.

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Ellis, R. A., and P. Goodyear. "Models of learning space: integrating research on space, place and learning in higher education." Review of Education 4, no. 2 (February 11, 2016): 149–91. http://dx.doi.org/10.1002/rev3.3056.

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43

Harrison, Michelle. "Space as a tool for analysis: Examining digital learning spaces." Open Praxis 10, no. 1 (February 22, 2018): 17. http://dx.doi.org/10.5944/openpraxis.10.1.782.

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Over the past decade we have seen a rise in the adoption and proliferation of social technologies, and along with these a move to build on the capacity to embrace new pedagogies and practices that can open our boundaries for both teaching and learning. How do we determine what we mean by space specifically in online environments and how can we examine whether our intentions for learning in them are effective? How can these spaces be enacted as learning spaces and how do we design for them? We will need to develop new methods and frameworks for analysis which takes into consideration how we conceive, perceive and enact our digital spaces and how this impacts on our practices and approaches to teaching and learning within these spaces. This paper will explore how we envision space, how a spatial perspective might be used to help assess and design these spaces, and will provide an analytical framework to examine the tensions we encounter when teaching and learning in open digital spaces.

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44

Chang, Xiaobin, Yongxin Yang, Tao Xiang, and Timothy M. Hospedales. "Disjoint Label Space Transfer Learning with Common Factorised Space." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 3288–95. http://dx.doi.org/10.1609/aaai.v33i01.33013288.

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In this paper, a unified approach is presented to transfer learning that addresses several source and target domain labelspace and annotation assumptions with a single model. It is particularly effective in handling a challenging case, where source and target label-spaces are disjoint, and outperforms alternatives in both unsupervised and semi-supervised settings. The key ingredient is a common representation termed Common Factorised Space. It is shared between source and target domains, and trained with an unsupervised factorisation loss and a graph-based loss. With a wide range of experiments, we demonstrate the flexibility, relevance and efficacy of our method, both in the challenging cases with disjoint label spaces, and in the more conventional cases such as unsupervised domain adaptation, where the source and target domains share the same label-sets.

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45

Montiel, Isabel, Asunción M. Mayoral, Jose Navarro-Pedreño, and Silvia Maiques. "Transforming Learning Spaces on a Budget: Action Research and Service-Learning for Co-Creating Sustainable Spaces." Education Sciences 11, no. 8 (August 10, 2021): 418. http://dx.doi.org/10.3390/educsci11080418.

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Transforming learning spaces has become a priority for many schools, not only for implementing emerging methodologies but also for sanitary reasons due to the COVID-19 pandemic. Schools struggle to find solutions for the lack of space in order to respect the required safety distance, especially public schools with a very tight budget and many administrative barriers to overcome. From participatory action research, findings confirmed that expanding and refurbishing indoor and outdoor space in many public high schools is urgent. Then, an opportunity emerged to develop a new learning space in one of the high schools in touch with the research team at Miguel Hernandez University working on educational spaces since 2017. This article describes the action research (AR) carried out, its main results regarding needs and deficiencies in public high schools in our surroundings, and a subsequent Service-Learning experience promoted by the research group as a solution for upgrading and extending educational spaces and simultaneously developing students’ soft skills, empowering youth, participation, local partnerships and other sustainable development goals meeting 2030 Agenda.

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46

Duh, Henry B. L., and Eric Klopfer. "Augmented reality learning: New learning paradigm in co-space." Computers & Education 68 (October 2013): 534–35. http://dx.doi.org/10.1016/j.compedu.2013.07.030.

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47

Arizaga, Ximena. "Learning from the ambiance throughout Urban Renewal." Bitácora Urbano Territorial 32, no. 1 (December 31, 2021): 261–74. http://dx.doi.org/10.15446/bitacora.v32n1.96010.

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Developed within the context of public space studies, the proposition applies the concept of ambiance to urban micro-space as an alternate approach to urban studies, providing a contrasting perspective to other urban disciplinary methods. Ambiance is understood here as the emerging feature of the relationship between the uses of space and the (physical and sensory) built space as it becomes meaningful when used, inhabited and built by individuals. Introducing the concept of ambiance as used by authors such as Augoyard (2010) and Thibaud (2004), allows us to avoid the problem of comparing spaces that are different in form and scale, as it focuses on the relationship between constructed/sensory space and social use. A study of three sectors of the inner district of Santiago-Chile, which where renewed in three different moments of urban public policies, is proposed to illustrate this approach. The middle-class neighborhoods and their inhabitants are studied in a praxeological perspective, thus, the proposition aims to discern how space shapes its use and in return how use and practice redefine, shape and re-appropriate space.

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48

Eickholt, Jesse, Vikas Jogiparthi, Patrick Seeling, Quintrese Hinton, and Matthew Johnson. "Supporting Project-Based Learning through Economical and Flexible Learning Spaces." Education Sciences 9, no. 3 (August 9, 2019): 212. http://dx.doi.org/10.3390/educsci9030212.

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Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.

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49

L. H. Chan, Diana, and Edward Spodick. "Space development." New Library World 115, no. 5/6 (May 6, 2014): 250–62. http://dx.doi.org/10.1108/nlw-04-2014-0042.

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Purpose – The purpose of this case study is to describe the space transformation of the Hong Kong University of Science and Technology Library (HKUST Library) into a learning commons and how learning activities have been substantially multiplied by engaging academic and supporting units. This experience is used to posit a number of anticipated directions for library space planning. Design/methodology/approach – This paper focuses on the design elements of the learning commons and how these elements have created an effective platform for a variety of learning activities. It outlines an assessment study on how students liked the transformed space and viewed its added values. Findings – In the digital era, academic libraries can be transformed for new, effective and collaborative use. By integrating technology and flexible design, the new space excites existing scholars and attracts a broad range of new users. Students, faculty and administrators react positively to the new space, as it offers effective learning ambience. By engaging and co-creating with university partners, the new space functions as an active facilitator of learning – a hub that supports interaction and an effective platform to support pedagogy towards team projects, multimedia work and whole-person development. Future library spaces need to exhibit characteristics tailored to various user groups and their specific usage needs. Originality/value – The experience of the HKUST library will have broader implications for other academic libraries embracing their mission-critical nature and assets. It shows that libraries can embrace challenges in the digital and virtual world by creative and innovative use of their physical space.

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50

Oswald, Kolja, and Xiaokang Zhao. "COLLABORATIVE LEARNING AND INDIVIDUAL WORK PERFORMANCE IN COWORKING SPACES." Journal of Business Economics and Management 23, no. 1 (December 14, 2021): 162–79. http://dx.doi.org/10.3846/jbem.2021.15692.

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Coworking spaces are becoming increasingly popular. Throughout literature, coworking spaces are commonly known as collaborative environments. Yet, there is a lack of research on the mechanisms of the collaborative practices within coworking spaces. This research identifies collaborative learning as a major collaborative practice within coworking spaces, and develops a conceptual framework including two other variables: individual motivation to learn and individual work performance. Exploratory factor analysis to establish the reliability and validity of this framework. Next, a survey study was conducted of 169 coworking space members and PLS-SEM was used to do a factor analysis and evaluate the structural model created. It is found that individual motivation to learn positively impacts collaborative learning, collaborative learning positively impacts individual work performance, and that collaborative learning acts as a full mediator between individual motivation to learn and individual work performance. These findings demonstrate how collaborative learning can be key in improving individual work performance in coworking spaces. Furthermore, these findings position collaborative learning as a theory that deserves further attention in coworking space research. These findings also suggest that coworking space operators may want to further encourage collaboration and incentivize learning in their space.

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