Instructor use of a flexible classroom to facilitate active learning in undergraduate engineering courses

Johnson, Aaron; Su, Magel P.; Blackburn, Max William; Finelli, Cynthia J.

doi:10.1080/03043797.2020.1865878

Cited by 8 publications

(4 citation statements)

References 26 publications

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“…This is about the micro-geographies of classroom settings and the role they play in enabling learning. Flexibility is important as different learning designs require different classroom or lecture theatre geographies (Johnson, et al, 2020). Teaching spaces tend to be assigned by availability linked to class size rather than by the relationship between a module's learning outcomes, teaching design and classroom specifications.…”

Section: Discussionmentioning

confidence: 99%

“…The same approach is applied to LMSs with the development of a university-wide template which restricts customization. Ideally, both teaching spaces and LMSs should be adaptable to meet the needs of a module's learning outcomes (Johnson et al, 2020). We requested that the module would be taught in the same classroom for the duration of the module.…”

Section: Real-timementioning

confidence: 99%

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Combining proximate with online learning in real-time: ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond

Thomas

Bryson

2021

Journal of Geography in Higher Education

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COVID-19 forced universities to engage in rapid improvisation and adoption of online learning and teaching. This paper explores 'real-time blended' learning in which online students are taught simultaneously with students who are experiencing proximate learning.Two cliques could develop with those learning online becoming observers rather than participants in an active learning process. This paper is based on action-based research to develop an inclusive approach to simultaneous teaching of proximate and online students. This approach includes alterations in classroom layout, the equipment used, facilitating varying modes of social interaction and the role of communication. Effective teaching requires continual minor modifications to teaching design and delivery. This represents an ambidextrous approach to teaching in which teachers focus on the immediate co-creation of student experiences, but also identify cues which are used to adjust the ways in which they engage with a student cohort over the course of delivering a module. Module evaluation becomes an ongoing process in which alterations are made in real-time and to subsequent learning encounters with students. The paper evaluates student performance and concludes that the approach went some way towards ensuring equality of the student experience between those learning online and those proximate with the lecturer.

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Section: Discussionmentioning

confidence: 99%

Section: Real-timementioning

confidence: 99%

Combining proximate with online learning in real-time: ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond

Thomas

Bryson

2021

Journal of Geography in Higher Education

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“…Classroom setup Classrooms with fixed seats make the adoption of EBIPs involving student interaction a challenge. 17,18,65 0 = fixed seats, 1 = allows for group work…”

Section: Multilevel Modelingmentioning

confidence: 99%

Measuring the Association of Departmental Climate around Teaching with Adoption of Evidence-Based Instructional Practices: A National Survey of Chemistry Faculty Members

Raker

2023

J. Chem. Educ.

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Faculty members in STEM report numerous motivators and barriers to adopting evidence-based instructional practices (EBIPs), yet the degree to which these factors are associated with EBIP adoption in postsecondary chemistry courses is unclear. The role of departmental climate around teaching in driving or hindering EBIP adoption is particularly unresolved. This study investigates, via a national survey of chemistry faculty members (n = 983), the degree to which departmental climate around teaching and various other factors are associated with EBIP adoption in postsecondary chemistry courses. Measures of departmental climate around teaching were obtained using a modified version of the Departmental Climate around Teaching (DCaT) instrument. Results from multilevel regression analyses suggest that a climate of continuous improvement in which chemistry faculty members perceive departmental policies, practices, and expectations as reflecting a commitment to the continuous improvement of teaching is conducive to EBIP adoption. At the same time, a climate of continuous teaching evaluation and performance feedback may not be conducive to such adoption. Results from psychometric evaluation of the DCaT suggest that a consensus view of climate may not exist in most chemistry departments, potentially due to a lack of clear policies, practices and expectations surrounding teaching; however, associations involving individual-level measures of climate suggest that such consensus may not be necessary for instructional innovation. Several other contextual, personal, and teacher thinking factors were also associated with EBIP adoption. Results point toward productive avenues through which department leaders, chemistry education scholars, and pedagogical developers and disseminators can promote instructional reform.

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“…Flexible classrooms are needed to support active learning through portable tables and chairs that can be repositioned into different configurations. Active learning models, such as peer discussions during class, problem solving individually or in groups, hands-on activities, or engagement in problem-based learning, have been proven to expansion students' retention of information, conceptual understanding, self-esteem, and attitudes about their studies (Freeman et al, 2014;Johnson et al, 2020).…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students

Tympa

Karavida

Pfilippa

2021

JEI

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The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning & Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written exams. Participants had been informed of the purposes of the study in advance, they had the right to withdraw at any time and anonymity was guaranteed. All students stated that they enjoyed the process, preferred it to a passive lecture, gained more knowledge and were more prepared for the exams. This interactive teaching process concerns both university teachers and students, requires planning and merits further discussion.

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Instructor use of a flexible classroom to facilitate active learning in undergraduate engineering courses

Cited by 8 publications

References 26 publications

Combining proximate with online learning in real-time: ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond

Combining proximate with online learning in real-time: ambidextrous teaching and pathways towards inclusion during COVID-19 restrictions and beyond

Measuring the Association of Departmental Climate around Teaching with Adoption of Evidence-Based Instructional Practices: A National Survey of Chemistry Faculty Members

Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students

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