A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

Soneral, Paula A. G.; Wyse, Sara A.

doi:10.1187/cbe.16-07-0228

Cited by 40 publications

(36 citation statements)

References 27 publications

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“…These results confirm that from the students' point of view, the most important features of an ALC essentially support collaboration within the work environment-round tables, wall projection surfaces-a finding in line with Soneral and Wyse (2017). The importance of supplying very comfortable rolling chairs was the main finding in the qualitative data.…”

Section: Discussionsupporting

confidence: 78%

“…Considering the relatively high cost of designing and implementing active learning spaces, identifying crucial aspects of ALC layout is particularly important. In a low-tech SCALE-UP mock-up project, results similar to the original SCALE-UP research were obtained, which suggests that the most expensive technological features of an ALC might not be the most important (Soneral and Wyse, 2017).…”

Section: Problemmentioning

confidence: 53%

“…The authors report significant differences in student participation, as well as student grades (for individual assignments and final grades). Other results suggest that it is the active learning pedagogy that is effective in the SCALE-UP project (see Soneral and Wyse, 2017, as well as Stoltzfus and Libarkin, 2016).…”

Section: Problemmentioning

confidence: 99%

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Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)

2018

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Section: Discussionsupporting

confidence: 78%

Section: Problemmentioning

confidence: 53%

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Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)

2018

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“…Since ALCs are very different than a traditional classroom or lecture hall, both in layout and classroom technology, constructing ALCs or retrofitting existing spaces can be expensive [15]. In recent years, a number of alternatives to traditional ALCs have been developed such as Mock-up [16], Computer on Wheels (CoWs) [17] and Practical Active Learning Stations (PALS) [18]. These alternatives are inspired by spaces such as SCALE-UP but built from commodity hardware and open-source solutions or by limiting the amount of technology.…”

Section: Introductionmentioning

confidence: 99%

Supporting Project-Based Learning through Economical and Flexible Learning Spaces

et al. 2019

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Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.

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“…In fact, learning gains appear to depend more on the instructor's pedagogy than the classroom environment [5], and the potential learning gains have not been achieved when student-centered pedagogies are left out of technology-rich environments [6].…”

Section: Introductionmentioning

confidence: 99%

Differences between the SCALE-UP model and instructors' perceptions of implementation

Roman¹,

Doty²,

Wilcox³

et al. 2018

2017 Physics Education Research Conference Proceedings

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Recent research has highlighted the need to explore the propagation of innovative teaching strategies. SCALE-UP (StudentCentered Active Learning Environment with Upside-Down Pedagogies) is one such innovative strategy that requires transforming the learning space to support small group work. SCALE-UP is both well-propagated and frequently sustained within departments once it is implemented, possibly due to the investment in a transformed learning space. However, not all instructors and departments reach the significant learning gains typically documented in the literature. In this study, we use interviews to explore the extent to which individual instructors implement and sustain specific features of SCALE-UP, like reduced lecture time and group composition, because such features may be more easily modified over time than the classroom space. We report on instructors' perceptions of the extent to which their courses align with the SCALE-UP model and whether deviations from the literature-based model result from intentional or unintentional changes.

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A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

Abstract: This quasi-experimental study identifies specific features of the SCALE-UP classroom space most helpful for teaching and learning and directly tests the impact of classroom technology on student learning, attitudes, and satisfaction.

Cited by 40 publications

References 27 publications

Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)

Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)

Supporting Project-Based Learning through Economical and Flexible Learning Spaces

Differences between the SCALE-UP model and instructors' perceptions of implementation

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