When creating new learning spaces, the affordance is a key study aspect

This research aims to highlight, how different places and spaces in undergraduate education afford students
learning, and development of certain types of knowledge. The question, that this paper address is: What is the
affordance of different learning spaces in flexible undergraduate education, and what are the actors prerequisite and
explicated understanding of what drives their learning activities in these different spaces? The analysis draws on a
conceptual frame of complex affordance of spaces in a socio-cultural perspective, but also the concepts of ba and
cyper-ba as spaces for both social and individual knowledge development. Through analysis of empirical data, gained
through a pragmatic mixed method approach, is the role of different face-to-face as well as online spaces investigated
in the view of students, lectures and practitioners understanding. The major findings regards spaces contribution to
sociality, identity, referential embodied experiences as having huge influence on students’ preferences and learning
activity. The results are addressed to learning and knowledge development. It´s concluded, that individual as well as
social constructed learning make influence, and are influenced of the different learning spaces. The students’ identity
is both a prerequisite in the students interacting with spaces, but also the spaces borders, artifacts’ and possibilities,
contribute to students’ development of identity. Development of identity cannot be separated from learning, and
students interacting in learning spaces. The students embodied interaction is both in references to past experiences,
as well as under development towards a fictive future, which is both a result of their preferences and of their
engagement. On the basis of the concept of affordance, and the frame of social-cultural theory, questions are raised
as a tool to take into account, when developing new learning spaces in educations.