A theoretical review and new directions for designing hybrid learning spaces with web2.0 technologies

Learning spaces can have a significant impact on learning. The emergence of virtual space with information technology has transformed the spatial design and organization of the learning spaces. Embodied web2.0 technologies, which empower learners and allow learners’ collaboration, sharing, and participation between asynchronous and synchronous, have been increasingly changing the way of learning and extending the learning spaces. In spite, an important piece of restructuring learning spaces with web2.0 is not concerned. The purpose of this study is to conceptualize comprehensive constructs for understanding the learning spaces and explore the learning technologist s roles for designing learning spaces with web2.0 technologies through a hybrid approach. Some suggestions for the learning technologists when they design for hybrid learning spaces with web2.0 are as follows: Utilization of affordance-based design through a hybrid approach; Application of self-directed learning strategies in hybrid learning spaces; Integration of Net gen-based design with content strategies; Focusing of designing space for learning itself.