Abstract :
Provision of computers in universities for self-study is taken for granted and is
seen as a “must have” educational resource, yet it is very expensive to fund.
Students report that they use the Internet as their first stop in approaching
research tasks. Learning theorists posit the important role of social interaction
in contributing to learning. The use of collaborative methodologies such as
group work also illustrate the importance, and perceived beneficial role of,
learning with others. However, in general, student access to computers for selfstudy
in UK Higher Education is provided through large rooms furnished with
serried ranks of computers, which do not allow or encourage computer-based
collaborative working. This study addresses this mismatch between approaches
to learning and the way universities make computers available to learners.
The University of Wolverhampton provides a social learning space with 24
computers on four fishbone-shaped tables, in a room without any restrictions
on talking, eating, or drinking. It was provided so as to encourage learners to
work collaboratively and to be able to integrate the use of a computer whilst
doing so. This paper reports the initial findings of a study into its use, through
questionnaires, observational data, and interviews. Has the provision of a
computer-based collaborative learning space positively affected approaches to
computer-based self-study? The results of this study inform how best Higher
Education institutions might provide computer access to learners so as to
encourage collaborative working and positively affect student approaches to
their learning.
