“It's Not You, It's the Room”—Are the High-Tech, Active Learning Classrooms Worth It?

Cotner, Sehoya; Loper, Jessica; Walker, J. D.; Brooks, David

doi:10.2505/4/jcst13_042_06_82

Cited by 103 publications

(97 citation statements)

References 8 publications

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“…These findings suggest that "physical space alone can improve student learning" (Brooks, 2011, p. 725). In a replication of this study with a different instructor in another biology course (Cotner et al, 2013), similar results were obtained.…”

Section: Problemsupporting

confidence: 75%

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

2018

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Section: Problemsupporting

confidence: 75%

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

2018

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“…and the environment (i.e., physical space, local culture, and available resources) (Beggs 2000;Martin 2002;Cotner et al 2013). Therefore, the design of the physical classroom space plays an important role in shaping the learning environment.…”

Section: Introductionmentioning

confidence: 99%

“…For example, seating bolted to the floor facing forward toward a projection screen encourages instructor presentations, while round tables with no discernable front of the classroom facilitate group work. Developing non-traditional classroom space can support many active learning instructional strategies that have been shown to produce high student learning (Beichner et al 2007;Dori et al 2007;Walker et al 2011;Narum 2013;Cotner et al 2013). …”

Section: Introductionmentioning

confidence: 99%

Get a room: the role of classroom space in sustained implementation of studio style instruction

et al. 2016

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Background: The characteristics of the classroom environment play an important role in shaping teaching practices and supporting research-based instructional strategies. One instructional strategy that has reimagined the classroom is the Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP). SCALE-UP uses studio-style instruction to facilitate student collaboration. Although there is significant interest in studio-style instruction, there is not much research-based guidance available for institutions interested in setting up a classroom, especially for secondary users interested in using this in different academic settings and contexts. We interviewed key informants involved in 21 successful secondary implementations of SCALE-UP about creating, using, and spreading studio-style classrooms. This paper summarizes respondent's perceptions of (1) how these classrooms are initiated; (2) which classroom features are helpful, non-essential, and unhelpful; (3) how professional development efforts support SCALE-UP instructors; and (4) how the classroom indirectly affects the department and/or institution. Results: Room initiation Interviewees engaged in multiple activities to obtain a studio-style classroom. The majority of interviewees worked in teams created by faculty or administrators, with the participation from both groups. Interviewees typically sought institutional funding to develop the rooms. Classroom features When developing the room, implementers used many key characteristics of the recommended classroom, such as collaborative workspace (e.g., special tables) for students, but they generally did not replicate all of the recommended features. Interviewees had mixed opinions about the importance of classroom technology. Professional development and support Interviewees noted the importance of professional development for teaching staff (instructors and teaching assistants) new to the SCALE-UP teaching environment. Indirect effects Beyond direct benefits to the teachers and learners, our interviewees reported that the classrooms had larger impacts including attracting visitors to the institution and encouraging the use of active learning in non-SCALE-UP classes. Conclusions: There are many paths to successful development of a studio-style classroom. The process can be initiated by faculty or administrators. Classroom designs can vary to suit the local environment as long as they maintain the intent of the space: to support peer collaboration. Beyond improving student outcomes, these classrooms have additional benefits for institutions that include transforming instructor approaches to teaching and symbolizing the institution's commitment to quality teaching.

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“…For the purposes of clarification in this paper, the classroom depicted in Figure 1 will be called the "flexible space". Studies on ALCs in general have shown that, compared to the traditional lecture hall, students' satisfaction with learning was higher in Active Learning Classrooms, students' attendance in class increased, and instructors reported being able to engage and interact with students in ways that were not possible in the traditional classroom layout (Brooks, 2011;Cotner, et al, 2013). One common aspect of most of these studies is that the instructors are experienced teachers and have some experience in assuming the facilitator role in teaching (HmeloSilver & Barrows, 2006).…”

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confidence: 99%

“…There is an art to moving in the classroom which graduate students may not consider "M 2016 CELT Vol IX celt.uwindsor.ca www.stlhe.ca when planning their tutorials or seminars, yet doing so could help reduce many problems graduate students face during teaching that are similar to problems faculty members commonly encounter such as lack of student engagement, participation, attendance, and critical thinking. (Brooks, 2011;Cotner, Loper, Walker, & Brooks, 2013). Students can also move around to form small and large groups, allowing the TA to more easily address students' needs.…”

mentioning

confidence: 99%

Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces

Chen

Leger

Riel³

2016

CELT

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“It's Not You, It's the Room”—Are the High-Tech, Active Learning Classrooms Worth It?

Cited by 103 publications

References 8 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)

Get a room: the role of classroom space in sustained implementation of studio style instruction

Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces

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