Exploring co-location in physical, virtual and ‘hybrid’ spaces for the support of informal learning

Abstract

The impact of ‘out-of-class’ experiences on informal learning and student coursework satisfaction is attracting growing attention (Jamieson, 2009; Krause, McInnis, & Welle, 2003; Selwyn, 2007). Co-location and a sense of ‘being there with others’ in physical space is one catalyst for serendipitous interactions that may lead to informal learning. Co-location may also be possible within electronic forms, such as instant messaging, video conferencing and social networking communities, although there is less research concerning the sense of togetherness possible in virtual space (Schroeder, 2006). This study will draw upon self-reported ‘out-of-class’ student experiences to explore how the conditions particular to physical and virtual spaces support interaction, and importantly, how they impact informal learning. The study will also explore ‘hybrid’ spaces, which span both physical and virtual domains. It will investigate whether co-location might work differently in this context, and have its own characteristics for facilitating informal learning.