Learning Trajectories in Hyper-Hybrid Spaces

Abstract

This paper investigates undergraduate students’ learning trajectories when working on an architectural design and building a property. The article is theoretically positioned within learning ecology and investigates the field of students' learning trajectories during the Digital Days to gain new knowledge on learning on hyper-hybrid collaboration in these learning spaces.

Previous research on students’ learning trajectories in hybrid spaces seems to be limited to the didactical planning of teaching activities in hybrid learning environments or to the digital solution during physical activities. The paper adds new knowledge to how students from technical education from a university, a university college in Denmark, and a university in Vietnam collaborated and navigated multiple hybrid spaces to meet the need to design a solution to the addressed challenges during the digital days.

The methods included participant observations of student trajectories and collaboration in a hyper-hybrid learning environment. Based on the purpose of the study, a thematic analysis was carried out.  

The findings reveal that students' learning trajectories are supported by tools, resources and the students' interdisciplinary collaboration in hyper-hybrid spaces. Project management, interactions and trust among peers during the digital days seem to play a crucial role in student learning trajectories and in the progression of the assignment.