The Hybrid Learning Atelier: Designing a Hybrid Learning Space

Hybrid learning spaces may be described as physical environments enhanced by digital technologies, which enable learning scenarios involving both in-person and online par-ticipation. This article presents a hybrid learning space designed for higher education. The design of the space has been informed by Lefebvres design principles: (a) spatial practice enabling flexible usage scenarios, (b) representations of space conveying openness and adaptability, and (c) representational spaces supporting experiences of presence in both physical and digital form. The article describes design characteristics guiding the imple-mentation of the hybrid learning space and explains corresponding design decisions, such as the use of a wall-sized projection. Further, the article introduces affordances and usage scenarios of the hybrid learning space developed. Moreover, an evaluation study of the hybrid learning space is conducted by means of a 360°-based virtual field trip (VFT). The VFT, led by an educator, serves as preparation for a field trip (FT) to a composting plant two weeks later. Participants of both VFT and FT (N=11) completed a questionnaire addressing psychological constructs related to learning, including motivation, emotion, immersion, presence, and cognitive load. We report the results of the VFT alongside those of the FT as a baseline. Some notable differences, for example in social presence, suggest areas for further development of the hybrid learning space. Overall, the study characteris-es key features of hybrid learning spaces, identifies their contribution to high-quality teaching and provides inspirations for their further development.