Board 12: Impact of Flexible Classroom Spaces on Instructor Pedagogy and Student Behavior

Bork, Sarah Jane; Wiwel, Candace Rose; Blackburn, Max William; Johnson, Aaron; Finelli, Cynthia J.

doi:10.18260/1-2--29895

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…Rands and Gansemer-Topf (2017) employed the theory of affordance to understand ALC and the behaviours of the learning community. Bork et al (2018) also stated the flexibility of classrooms as an instructional affordance leading to active learning pedagogy.…”

Section: Privacy Needs In a Classroom Settingmentioning

confidence: 99%

Collaborative design of an active learning classroom with high school students and teachers

Kepez

Üst

2020

ARCH

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PurposeThe aim of this study is to understand classroom settings desired by high school students and teachers in an active learning classroom. The research question is whether students and teachers will differ from each other when designing an active learning classroom.Design/methodology/approachIn an effort to design a learning environment for an advanced placement programme, action research methodology was followed by conducting a participatory workshop in a real active learning classroom with future users. Working in isolation from one another, students and teachers designed their own classrooms by forming different learning centres. During the study, two groups, made up of ten high school students and seven teachers, respectively, were asked to arrange the furniture in an active learning classroom. The groups were free to form as many furniture arrangement configurations as they wished and were asked to write about their workshop experiences afterwards. Once they had completed both tasks, their plan layouts were examined.FindingsAll of the plan layouts were found to fall into one of three categories: a traditional layout, a small group layout or a single large group layout. The written texts were also analysed, which revealed different perspectives of each participating group. As students and teachers explore different learning opportunities, they appear to be driven by different kinds of experiences when they endeavour to organize their classrooms.Originality/valueNever before has an active learning classroom been the site for a participatory furniture arrangement workshop that employs teachers and students.

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Section: Privacy Needs In a Classroom Settingmentioning

confidence: 99%

Collaborative design of an active learning classroom with high school students and teachers

Kepez

Üst

2020

ARCH

View full text Add to dashboard Cite

show abstract

“…This theory has recently been used as a theoretical foundation for research on ALCs. While Rands and Gansemer-Topf (2017) used the notion of affordance to understand ALCs and learning community behaviours, Bork et al . (2018) highlighted classroom flexibility as an instructional affordance that leads to AL methodology.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Furniture configurations in an active learning classroom make further differences in student outcomes

Kepez¹,

Üst

2022

ARCH

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PurposeThe aim of this study is to understand the effect of class configurations in an active learning classroom (ALC) on students' self-perception of experiences and learning outcomes, namely participation, performance, motivation and creativity.Design/methodology/approachA self-administered survey (N = 131) was conducted in seven classes from the varied disciplines of communication, interior design and architecture. During the first half of the semester, all selected courses were conducted in traditional classrooms, whereas those in the second half were conducted in an ALC. ALC was designed to be used with several furniture configurations which could be easily set up by members of the learning community themselves. The survey was conducted at the end of semester before final exams, when students have a clear idea of the experiences in both the traditional and the new (ALC) classrooms, having spent equal time in each of these learning environments.FindingsThe main finding of the study is that students were eager to have future classes in the ALC rather than in traditional settings since the students experienced better learning outcomes in the ALC. During the second half of the semester, students who were in classes conducted following active learning (AL) pedagogies, with its supportive spatial configurations, were more aware of the learning outcomes facilitated by the physical environment. Further, the authors found that the increase in the number of furniture configurations has a statistically significant positive impact on learning outcomes.Originality/valueAL pedagogy is often studied as a way of teaching and rarely with its associated classroom environments. In most of the existing studies, the configuration of furniture has often been overlooked within an AL environment by a learning community. This study fills the gap in emphasising the spatial aspects of the ALC by focusing on the specific pedagogy being followed.

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The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes

Graham

Jacobson

Husman

et al. 2023

International Journal of Science Education

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Board 12: Impact of Flexible Classroom Spaces on Instructor Pedagogy and Student Behavior

Cited by 4 publications

References 23 publications

Collaborative design of an active learning classroom with high school students and teachers

Collaborative design of an active learning classroom with high school students and teachers

Furniture configurations in an active learning classroom make further differences in student outcomes

The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes

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