Active learning classroom design and student engagement: An exploratory study

Date

2021-02

Authors

Odum, Mary
Meaney, Karen
Knudson, Duane V.

Journal Title

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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.

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