The architecture for synchronous hybrid peer learning using pedagogy-space-technology (PST) framework

Abstract The paradigm shifts towards synchronous hybrid instruction in higher education, influenced in part by the impact of the post-COVID-19 pandemic and initiatives such as Collaborative Online International Learning (COIL), underscores the need for a comprehensive redesign of digital interactive learning environments. This transformation necessitates the integration of educational technologies and adaptable interior architecture to facilitate a wide range of instructional and learning pedagogies that foster peer learning. Through the utilization of the Pedagogy-Space-Technology (PST) Framework, this study aims to explore the challenges inherent in reconfiguring the “architecture” of synchronous hybrid learning (SHL) environments to promote technology-enhanced collaborative peer learning experiences. Data were gathered from academics at ten higher education institutions, collecting 134 survey responses and outcomes of utilizing a new patented technology of a SHL Console. By examining three key factors of pedagogy, space, and technology, this study investigates the challenges and opportunities associated with facilitating peer learning with new technology. The empirical findings underscore that the integration of interactive educational technology, innovation in pedagogical development, and institutional re-thinking of the architecture of the learning environment are pivotal to effectively promoting peer learning. By offering some recommendations on the re-design of the SHL environment, educators and higher education institutions can create a more engaging, inclusive, and collaborative peer learning experience for students, ultimately promoting academic success and personal growth.