Transformation of classroom spaces: traditional versus active learning classroom in colleges

Park, Elisa L.; Choi, Bo Keum

doi:10.1007/s10734-014-9742-0

Cited by 200 publications

(181 citation statements)

References 6 publications

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“…These informal learning spaces support interaction of students with their peers and their teachers outside the classroom (Matthews et al, 2011). Park and Choi (2014) Matthews et al (2011, p. 114) showed that students appreciate these spaces because they 'can make noise, talk, eat and socialise'. The disadvantage is that this makes these kinds of learning spaces very busy.…”

Section: Discussion Implications and Next Stepsmentioning

confidence: 99%

“…Foster (2008), Barnett and Temple (2006), Marmot (2006), and the Australasian region with work from e.g. Park and Choi (2014), Matthews et al (2011) and Souter et al (2011). Although it is always questionable to extrapolate and generalise the findings of a specific study, the similarities indicate that the results may apply for other universities and countries as well.…”

Section: Discussion Implications and Next Stepsmentioning

confidence: 99%

“…In the past two decades, developments such as the increasing use of information and communication technology (ICT) in higher education (Prensky, 2001;Collis & Van der Wende, 2002), new social constructivist learning approaches (Foster, 2008;Marais, 2011) and the phenomenon of learning communities (Smith & Bath, 2006), have led to new ideas about the university in the third millennium. These developments have resulted in many experiments with new physical learning environments such as Social Learning Spaces (SLS) (Matthews et al, 2011), technology-rich experimental learning and teaching environments (Salter et al, 2013), Technology Enabled Active Learning (TEAL) environments (Fisher & Newton, 2014) and Active Learning Classrooms (ALC) (Park & Choi, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Why do they study there? Diary research into students’ learning space choices in higher education

Beckers

Voordt

Dewulf

2015

Higher Education Research & Development

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Higher education learning and teaching methods have changed while most educational buildings are still rather traditional. Yet, there is an increasing interest in whether we can educate today's higher education students in yesterday's buildings. This paper aims to contribute to this debate by studying the learning space choices of higher education students in relation to their learning activities, personal characteristics and other considerations that may play a role in choosing particular learning spaces. A diary research method was adopted, in which 52 business management students of a Dutch University of Applied Sciences participated. They reported which learning activities they worked on during a week, where, and why there. The diary format builds on literature from various disciplines and was used in combination with a questionnaire and interviews. The findings show significant correlations between the students' learning space choices and their learning activities, their personal characteristics and their individual preferences. Because of the shift from a teacherled approach to a student-led approach, higher education institutions need to provide more informal learning spaces in open areas and quiet learning spaces for individuals and small groups.

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Section: Discussion Implications and Next Stepsmentioning

confidence: 99%

Section: Discussion Implications and Next Stepsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Why do they study there? Diary research into students’ learning space choices in higher education

Beckers

Voordt

Dewulf

2015

Higher Education Research & Development

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“…Considero que mis profesores poseen una formación académica adecuada para estar frente a grupo dando clases. (Beck & Davidson, 2001;Struthers, Perry & Menec, 2000;Perry, Hall & Ruthig, 2005;Livengood, 1992;Stupnisky, Renaud, Perry, Ruthig, Haynes & Clifton, 2007;Reason, Terenzini & Domingo, 2006;Covington, 2007;Pintrich & Zusho, 2007;Beck & Davidson, 2001;Braxton, 2008;Park & Choi, 2014;Tan, Wu, & Li, 2011). 14. Mis profesores desde el inicio del curso me informaron sobre los criterios de evaluación 15.…”

Section: Revista Complutense De Educaciónunclassified

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Herrera

2016

Rev. Complut. Educ

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ResumenEl objetivo del artículo es realizar un diagnóstico sobre la percepción de los factores que intervienen en el rendimiento académico de los estudiantes de cinco carreras universitarias en una escuela de educación superior en México, para así reconocer las áreas de oportunidad que permitan sugerir políticas y estrategias para elevar su rendimiento. Se utilizó una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepción del rendimiento académico en escala tipo Likert. Se realizó un análisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretación y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluación y c) la motivación de los estudiantes. Se llevó a cabo un análisis comparativo por carrera. Se encontró que los estudiantes perciben que la mayoría de los maestros no se preocupan por la condición de los jóvenes en situación de reprobación. Además, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros académicos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detectó que los estudiantes poseen una alta motivación siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educación superior. Palabras clave: rendimiento académico, educación superior, estudiantes, evaluación, motivación del alumno. AbstractThe objective of this article is to make a diagnosis of the perception of the factors that intervene in the academic performance of students of five university degrees in a high school in Mexico, to recognize the opportunity areas that allow suggesting policies and strategies to increase their performance. A sample of 1651 students was used; the data were obtained by a thirty-question questionnaire that studies the perception of the academic performance in the Likert scale. An exploratory factorial analysis was made to reduce the data, ease the interpretation and validate the instrument. Three factors were identified: a) the role of teachers, b) the evaluation and c) Claudia A. Hernández Herrera Diagnóstico del rendimiento académico en estudiantes… 1370 Revista Complutense de EducaciónVol. 27 Núm. 3 (2016) 1369-1388 students' motivation. A comparative analysis of the different university degrees was made. It was found that students perceive that most of the teachers do not worry about the condition of youngsters in situation of reprobation with failure issues. Besides, teachers seldom motivate and lack the expressions of sentiments of pride towards students' academic achievements. Half of the participants think that teachers do not impart the whole syllabus. Students have a high motivation, which is positive because they prove to be responsible and dedicated. In conclusion, a series of suggestions are provided while explaining the implicat...

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“…It is widely accepted that learning within the computer science domain often benefits from being active and collaborative, whereby important elements of programming, for example, are learnt via a range of methods including providing students with the opportunity to practise and apply their programming skills within laboratory sessions and via team-based tasks and exercises (Tirronen and Isomöttönen 2011;Vihavainen et al 2011;Park and Choi 2014). However, less is known about whether there are benefits to adopting more collaborative team teaching-based approaches over more traditional individual instructor-led approaches to course content delivery within the computer science domain.…”

Section: Introductionmentioning

confidence: 99%

Team-taught versus individually taught undergraduate education: a qualitative study of student experiences and preferences

Money

Coughlan

2016

High Educ

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Team teaching is becoming more common in undergraduate programmes of study although the relative merits to the more traditional individually taught courses have not been determined for best practice. For this study, 15 final-year undergraduate computer science students were interviewed to gain insight into their learning experiences. A thematic analysis of the interview data identified the perceived advantages and disadvantages of each mode of teaching. The advantages of individually taught courses included: consistency of content delivery and advice, familiarity with the lecturer's teaching style and better continuity of the subject content. The disadvantage of individually taught modules included missing knowledge, compared to a team approach. Advantages of team-taught modules included: greater insight into a topic delivered by multiple team members. Disadvantages included: content overlap, conflicting messages relating to assessment, team members not taking ownership of their roles and responsibilities and a belief that overall team failure is worse than individual failure to deliver a module well. The results revealed that individually taught modules were generally preferred to team-taught modules. A set of best practice recommendations are proposed to address the challenges when delivering team-taught teaching and become more student focused.

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Transformation of classroom spaces: traditional versus active learning classroom in colleges

Cited by 200 publications

References 6 publications

Why do they study there? Diary research into students’ learning space choices in higher education

Why do they study there? Diary research into students’ learning space choices in higher education

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Team-taught versus individually taught undergraduate education: a qualitative study of student experiences and preferences

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