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dc.contributor.authorOdum, Mary ( Orcid Icon 0000-0002-3994-934X )
dc.contributor.authorMeaney, Karen ( )
dc.contributor.authorKnudson, Duane V. ( Orcid Icon 0000-0003-0809-7970 )
dc.date.accessioned2021-02-11T19:50:22Z
dc.date.available2021-02-11T19:50:22Z
dc.date.issued2021-02
dc.identifier.citationOdum, 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.
dc.identifier.issn2158-6195
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/13180
dc.description.abstractThree 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.en_US
dc.formatText
dc.format.extent16 pages
dc.format.medium1 file (.pdf)
dc.language.isoen
dc.publisherUniversity of North Carolina at Greensboro
dc.sourceJournal of Learning Spaces, 2021, Vol. 10, No. 1, pp. 27-42.
dc.source.urihttp://libjournal.uncg.edu/jls/article/view/2102
dc.subjectStudent engagement
dc.subjectActive learning
dc.subjectInstruction
dc.subjectEducation
dc.titleActive learning classroom design and student engagement: An exploratory studyen_US
dc.typepublishedVersion
txstate.documenttypeArticle
dc.rights.licenseCreative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
dc.description.departmentHealth and Human Performance


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