History and Evolution of Active Learning Spaces

2014 ◽  
Vol 2014 (137) ◽  
pp. 9-16 ◽  
Author(s):  
Robert J. Beichner
Keyword(s):  
Active Learning ◽  
Learning Spaces

Active Learning Spaces: Matching Science Classrooms with Pedagogy

2020 ◽  
pp. 483-498
Author(s):  
Jenay Robert ◽  
Crystal Ramsay ◽  
Sarah E. Ades ◽  
Kenneth C. Keiler ◽  
Christopher Palma
Keyword(s):  
Active Learning ◽  
Learning Spaces ◽  
Science Classrooms

Are Western Active Learning Spaces Worth the Investment?

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Katelyn Marchiori ◽  
Sarah McLean
Keyword(s):  
Active Learning ◽  
Learning Spaces

Conclusion: Advancing Active Learning Spaces

2014 ◽  
Vol 2014 (137) ◽  
pp. 95-98 ◽  
Author(s):  
Aimee L. Whiteside
Keyword(s):  
Active Learning ◽  
Learning Spaces

scholarly journals From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Victoria Chen
Keyword(s):  
Active Learning ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Learning Spaces ◽  
Case Study Approach ◽  
Study Approach ◽  
Pedagogical Design ◽  
New Learning ◽  
Preliminary Study

Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as “distracting” to students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students’ immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning. Les salles de classe où l’on pratique l’apprentissage actif sont de nouveaux espaces d’apprentissage qui permettent d’organiser des activités d’apprentissage collaboratif plutôt que de pratiquer l’enseignement traditionnel. Toutefois, certains aspects de ces salles de classe peuvent être considérés comme « gênants » pour l’apprentissage des étudiants, par exemple les multiples écrans interactifs. L’objectif de cette communication est d’ouvrir le débat sur la manière dont les rôles subtils de l’environnement d’apprentissage peuvent avoir des effets sur l’apprentissage. En utilisant l’approche qui consiste à faire une étude de cas, une activité d’un cours donné a été choisie pour exemplifier comment les pairs qui se trouvent à l’extérieur du groupe immédiat des étudiants peuvent influencer leur apprentissage. Selon les résultats préliminaires, il semblerait que le fait d’être conscient de ces rôles subtils que les pairs qui se trouvent à l’extérieur du groupe peuvent avoir sur les étudiants et le fait de les rendre explicites dans la conception pédagogique du cours peuvent mener à maximiser l’usage de l’espace en vue de favoriser un meilleur apprentissage.

scholarly journals Faculty and Student Perspectives on Redesigned Learning Spaces at Mason

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Kimberly Eby ◽  
Laura Lukes ◽  
Stephanie Hazel ◽  
Zicheng Zhang
Keyword(s):  
Active Learning ◽  
Sense Of Community ◽  
Implementation Process ◽  
Health Sciences ◽  
Learning Spaces ◽  
Student Surveys ◽  
Iterative Design ◽  
Design And Implementation ◽  
Innovative Learning ◽  
Academic Year

Mason is reimagining learning spaces on our campuses to foster active and collaborative student learning. This commitment is part of our strategic plan goals for innovative learning and supporting teaching and scholarship excellence. While we currently have 12 classrooms intentionally designed to support active learning, both the Peterson Health Sciences Building and the Robinson rebuild offer significant opportunities for increasing the number of these learning spaces. As part of this initiative we have created an iterative design and implementation process that leverages faculty and student experience feedback. This poster will highlight preliminary findings (e.g., satisfaction, sense of community and connectedness, types of learning experiences, etc.) from both our faculty and student surveys from the 2015-2016 academic year. 

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

scholarly journals A Space for Learning: A review of research on active learning spaces

2018 ◽  
Author(s):  
Robert Talbert ◽  
Anat Mor-Avi
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Outcomes ◽  
Scale Up ◽  
Future Research ◽  
Learning Spaces ◽  
Cultural Impact ◽  
Positive Effects ◽  
University Level ◽  
Published Research

Active Learning Classrooms (ALCs) are learning spaces specially designed to optimize the practice of active learning and amplify its positive effects in learners from young children through university-level learners. As interest in and adoption of ALCs has increased rapidly over the last decade, the need for grounded research in their effects on learners and schools has grown proportionately. In this paper, we review the peer-reviewed published research on ALCs, dating back to the introduction of “studio” classrooms and the SCALE-UP program up to the present day. We investigate the literature and summarize findings on the effects of ALCs on learning outcomes, student engagement, and the behaviors and practices of instructors as well as the specific elements of ALC design that seem to contribute the most to these effects. We also look at the emerging cultural impact of ALCs on institutions of learning, and we examine the drawbacks of the published research as well as avenues for potential future research in this area.

scholarly journals Daring spaces

2021 ◽  
Vol 14 (1) ◽  
pp. 89-113
Author(s):  
Sabine Krajewski ◽  
Matthew Khoury
Keyword(s):  
Qualitative Research ◽  
Active Learning ◽  
Virtual Space ◽  
Learning Spaces ◽  
Research Project ◽  
Educational Environments ◽  
Insight Into

In this article, we argue that physical rooms cannot be replaced by virtual space without literally losing the student’s body and that experimenting with rooms and active learning is imperative for improving and advancing students’ learning. Our case study offers insight into a ‘soft room experiment’ without hard furniture or audio-visual equipment at one Australian university and makes recommendations that will be useful in many other educational environments. Our qualitative research project is based on feedback from students and staff as well as on class observation. Findings show that learning spaces need to be designed with appropriate pedagogies in mind, be multifunctional and ideally also multi-sensory.

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