Active learning classroom design and student engagement: An exploratory study
Date
2021-02
Authors
Odum, Mary
Meaney, Karen
Knudson, Duane V.
Journal Title
Journal ISSN
Volume Title
Publisher
University of North Carolina at Greensboro
Abstract
Three student engagement measures were collected for a class taught by an experienced instructor in two active learning classrooms with dissimilar seating arrangements. Student perception of engagement was similar between the learning spaces. However, instructor perception and researcher observation indicated greater engagement in the classroom with mobile tables compared to the classroom with mobile desks. STROBE classroom observations indicated qualitatively different student-to-student (8% greater), student-to-instructor (3% greater), and student self- (6.5% less) engagement in the mobile table classroom over the mobile desks classroom. Instructor and student perceptions may interact to affect student engagement with various designs of active learning classrooms.
Description
Keywords
student engagement, active learning, instruction, education
Citation
Odum, M., Meaney, K. S., & Knudson, D. V. (2021). Active learning classroom design and student engagement: An exploratory study. Journal of Learning Spaces, 10(1), pp. 27-42.
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This work is licensed under a Creative Commons Attribution 4.0 International License.