scholarly journals FLIPPING OUT – REFLECTIONS ON TEN YEARS OF DEVELOPMENT, INNOVATION AND DESIGN IN TECHNOLOGY-RICH COLLABORATIVE LEARNING SPACES AND ACTIVE LEARNING PEDAGOGICAL CAPACITY BUILDING

2020 ◽  
Author(s):  
Chris Whittaker ◽  
Elizabeth S. Charles
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Collaborative Learning ◽  
Capacity Building ◽  
Implementation Research ◽  
Evidence Based ◽  
Learning Spaces ◽  
Case Research ◽  
Design Case ◽  
Student Centred Learning

Drawing broadly on the reflective practices of design case research, this paper reviews ten years of development, innovation and design in technology-rich collaborative learning classrooms and active learning pedagogy at Dawson College. Grounded in a process of Design-Based Implementation Research and leveraging Researcher-Practitioner Partnerships, Dawson College has been a leading hub of evidence-based pedagogical development in Quebec for a decade. By recognizing the important interplay of technology, spaces, tools, pedagogy and design, our institution has sustained continual growth in capacity and infrastructure when it comes to student-centred learning, and it has learned important lessons in capacity building that can be applied to higher-education institutions broadly and to engineering in particular.

EXPLORING COLLABORATIVE LEARNING AS AN ACTIVE LEARNING APPROACH IN HIGHER EDUCATION

2017 ◽  
Author(s):  
Anastasia Misseyanni ◽  
Christina Marouli ◽  
Paraskevi Papadopoulou ◽  
Miltiadis Lytras
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Approach

scholarly journals Collaborative Learning Dalam Upaya Peningkatan Keaktifan Mahasiswa Pada Proses Pembelajaran

2019 ◽  
Vol 15 (2) ◽  
pp. 15-23
Author(s):  
Yudit Ayu Respati
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Process ◽  
Traditional Method ◽  
Student Participation ◽  
Learning Model ◽  
Learning System ◽  
Learning Method ◽  
Learning Collaborative

Perubahan jaman menuntut peserta didik menjadi lebih aktif dan kreatif. Namun metode pembelajaran yang diterapkan di perguruan tinggi masih menggunakan metode tradisional, yaitu pengajar memiliki peran penting dalam proses pembelajaran. Akibatnya, peserta didik hanya menjadi objek dalam sistem pembelajaran yang membuat mereka menjadi pasif. Peserta didik tidak memiliki inisiatif untuk membangun sendiri pengetahuan mereka karena memang kurangnya kesempatan yang mereka untuk terlibat atau berpartisispasi dalam proses pembelajaran. Active learning adalah model pembelajaran yang dianggap efektif untuk meningkatkan keaktifan peserta didik dalam proses pembelajaran. Salah satu cara pengaplikasian model pembelajaran ini adalah dengan menerapkan metode collaborative learning, dimana perspektif dari metode ini adalah seseorang dikatakan belajar apabila orang tersebut terlibat aktif dalam proses pembelajaran.Kata kunci: Active Learning, Collaborative Learning  Abstract: Increasing Student Participation Through Collaborative Learning. Changes in time require students to be more active and creative. But, learning method that applied in higher education still use traditional method, which is lecturer has an important role in the learning process. As a result, students only become objects in the learning system that makes them passive. They don’t have initiative to build their own knowledge because of the lack of opportunities that they are involved in or participating in the learning process. Active learning is a learning model that is considered effective to increase the activity of the students in the learning process. One way to apply this learning model is to apply collaborative learning method, where the perspective of this method is that someone is said to learn if the person is actively involved in or participates in the learning process.        Keyword: Active Learning, Collaborative Learning

scholarly journals Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea Phillipson ◽  
Annie Riel ◽  
Andy B Leger
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Transformative Learning ◽  
Student Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Educational Development ◽  
The Past ◽  
Student Centred Learning ◽  
The Impact

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. Au cours des 20 dernières années, l’intérêt consacré à l’impact de l’espace sur l’enseignement et l’apprentissage a augmenté et les établissements d’enseignement supérieur ont répondu en créant des classes d’apprentissage actif (CAA) – des espaces consacrés à la promotion de l’apprentissage actif centré sur l’étudiant. Alors que la recherche portant sur les CAA a exploré les méthodes d’enseignement, l’expérience des étudiants et l’apprentissage des étudiants, on s’est moins intéressé à la question de savoir comment le fait d’enseigner dans ces espaces affectait les instructeurs. Nous contribuons à cette discussion en examinant le développement éducationnel des enseignants dans ces espaces. Nous avons demandé à de nouveaux instructeurs de réfléchir à leurs expériences en CAA, d’explorer leurs préparations avant les cours et leurs perceptions sur eux-mêmes, sur leurs étudiants et sur l’enseignement et l’apprentissage. Leurs réflexions ont révélé des différences majeures entre savoir et apprendre : bien que tous les participants aient été au courant, avant d’enseigner dans une classe d’apprentissage actif, de la pédagogie centrée sur l’apprenant et y aient été dévoués, l’enseignement dans ces espaces a engendré un apprentissage transformateur qui a abouti à un changement à la fois dans leurs comportements et dans leurs perceptions sur l’apprentissage des étudiants ainsi que sur leurs propres rôles dans la salle de classe.

scholarly journals The Architecture of Built Pedagogy for Active Learning—A Case Study of a University Campus in Hong Kong

Buildings ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. 230
Author(s):  
Edmond W.M. Lam ◽  
Daniel W.M. Chan ◽  
Irene Wong
Keyword(s):  
Hong Kong ◽  
Active Learning ◽  
Collaborative Learning ◽  
Interior Design ◽  
Design Principles ◽  
University Education ◽  
Learning Spaces ◽  
Teachers And Students ◽  
The Impact

Traditional teaching modes are engaged with teachers delivering knowledge to students with minimum feedback. Teaching is conducted in lecture theaters and classrooms, which are sometimes designed with minimum flexibility for university education. However, the rapid development of information and communication technologies has altered the teaching pedagogy from traditionally teacher-centered to more collaborative learning between teachers and students. Learning spaces should be designed to be interactive and collaborative with suitable physical movement and social engagement among teachers and students. This paper aims to examine the relationships between modern technology and pedagogical shift, and to identify and discuss the essential design principles for effective active learning through built pedagogy. A recent renovation project of The Hong Kong Polytechnic University in converting conventional classrooms and lecture theaters to active learning spaces was adopted as a case study to illustrate and validate the design principles and their actual implementation. Feedback and responses from 410 end-user students on the impact of the renovated classrooms and lecture theaters on teaching and learning effectiveness were gleaned through empirical survey questionnaires dispatched face-to-face to students after attending classes in the renovated classrooms and lecture theaters. The results of factor analysis indicated that the 15 variables of key design criteria for active learning spaces were consolidated under six underlying clustered factor groups: (1) Versatility of learning space; (2) interior design of learning environment; (3) modern information technology / audio and video (IT/AV) technologies; (4) interior lighting; (5) comfortable furniture and acoustic design; and (6) interior temperature. The survey findings can serve as good references and useful insights for architects in designing new learning spaces and facilities that assist active and collaborative learning for university students in future.

scholarly journals Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review

2019 ◽  
Vol 19 (4) ◽  
pp. 14-33 ◽  
Author(s):  
Joyce Hwee Ling Koh
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Collaborative Learning ◽  
Flipped Classroom ◽  
Classroom Practices ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Learning Performance ◽  
Flipped Classrooms ◽  
Student Centred Learning

Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how flipped classroom practices support student-centred learning. Through a systematic review of 56 cases from 51 studies of flipped learning implementation published in peer-reviewed articles, this study found that flipped classrooms personalise learning through resource and teacher access, develops higher-order thinking through problemsolving, and engages students in collaborative learning through both peer groups and design groups. Trends of positive student learning outcomes are more consistent among cases that support collaborative learning and student selfdirection of learning performance review by repeated application and remediation. Nevertheless, majority of the cases reflect students having limited personalisation of learning choice and structured collaborative processes are seldom used apart from the few cases implementing team-based learning. The theoretical applications of the four pedagogical dimensions as well as the implications for the future research and practice of flipped classrooms are discussed.

Emerging Information Technology Issues in Higher Education

2020 ◽  
pp. 1-16
Author(s):  
Sarah Axtell ◽  
Tutaleni I. Asino
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Collaborative Learning ◽  
Degree Program ◽  
Bring Your Own Device ◽  
Equitable Access ◽  
Learning Spaces ◽  
Personal Devices

This chapter explores three emerging IT issues in higher education and how an engineering college has attempted to resolve them. The issues explored include providing or recommending personal devices to students based on their degree program for the college's bring your own device (BYOD) program, exploring how to make supplied technology accessible to students and how to ensure equitable access for all students, and exploring the idea of collaborative learning spaces and VDI environments.

scholarly journals The Story of Verb™: Innovative Design Fit for Education’s 21st Century Learning Needs

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Lennie Scott-Webber
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Educational Practice ◽  
Research Process ◽  
Learning Needs ◽  
Evidence Based ◽  
Formal Learning ◽  
Innovative Design ◽  
The Core ◽  
Passive Learning

People learn differently. This fact is at the heart of an educational practice revolution; active learning is at the core. Solving for active learning in the formal learning place – the classroom – became the quest of this design case’s author along with her Steelcase Education Solutions team. Active learning suggests people actually move in a classroom. Currently, classrooms are not designed for this type of activity as the modus operando is passive learning or an instructor stand and deliver situation. Much is changing in education from kindergarten through higher education. Therefore, figuring out how best to support an environment addressing active learning is important. This case shares the discovery of environmental supports for active learning and details the results of a six-step evidence-based research process that led to both the development of a furniture product that became Verb™ and a series of interior setting concept ideas for the formal learning environment.

scholarly journals More than Chalkboards: Classroom Spaces and Collaborative Learning Attitudes

2019 ◽  
Author(s):  
Virginia Clinton
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Peer Interaction ◽  
Perceived Value ◽  
Learning Spaces ◽  
Traditional Lecture ◽  
Learning Attitudes ◽  
Aviation Students

The well-known benefits of collaborative learning have prompted the development of active learning classrooms that are designed to facilitate peer interaction. Given the expense of designing active learning classrooms, examining student perceptions of these learning spaces is critical. Furthermore, it is not well understood how the type of classroom (active learning or traditional lecture) relates to students’ perceptions of collaborative learning. In this study, aviation students (N = 46) were enrolled in the same course taught in the same active-learning manner by the same professor with one section taught in an active-learning classroom and one taught in a traditional lecture classroom. Results indicated that students perceived the active-learning classroom as much better suited to collaborative learning than the traditional lecture classroom. In addition, students in the active-learning classroom reported higher-levels of perceived value of collaborative learning, both in terms of enjoyment and usefulness, than did students in the traditional lecture classroom. Implications for designing learning environments and promoting the value of active learning to students are discussed.

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