This paper will evaluate the effects of new learning spaces for mixed on-campus and online students. In 2015, the Electronics Engineering study programme at Aarhus University School of Engineering (ASE) in Herning decided to provide an online learning option in addition to the traditional classroom instruction. Consequently, the flipped learning approach was introduced in both the online and on-campus teaching, allowing online students to join the classroom teaching synchronously and asynchronously. However, due to a high dropout rate, various initiatives for improving online student retention have been implemented since 2016, and despite heavy legislation affecting the university, which makes it almost impossible to work full-time while also studying full-time, the majority of the 2016 online student intake is still actively engaged. A number that continues to increase with the 2017 and 2018 intakes. From 2016-2017, data was collected and evaluated to gain further insight into what it is like to be an online student. The findings have led to new strategies for collaboration, student-centred learning and optimised learning spaces for how we conduct flipped learning at ASE in Herning. Some of the new strategies have been introduced to the 2018 student intake; among these are Slack and RealTimeBoard. Likewise, new ways of team collaboration, where the students sit in their teams at round tables, have been implemented. Each team consists of a mix of on-campus and online students, and the lecturers connect to the students’ (virtual) workspaces via an iPad, thus combining a physical and virtual experience in the learning space. Conclusion is that organising the classroom with round tables together with RealTimeBoard supports the strategy of creating a more modern classroom with a student-centred approach to learning and a better integration of on-campus and online students, while Slack was not considered an appropriate ‘candidate’ for a modern communication platform.
