Active Learning Spaces: New Directions for Teaching and Learning, Number 137

ISBN-13: 9781118870112 / Angielski / Miękka / 2014 / 112 str.

Paul Baepler;D. Christopher Brooks;J. D. Walker

Opis

With the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student-centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing traditional lecture halls and labs to create new, hybrid spaces--large technology-enriched studios--with the flexibility to support active and collaborative learning in larger class sizes. With this change, our classrooms are coming to embody the 21st-century pedagogy which many educators accept, and research and teaching practice are beginning to help us to understand the educational implications of thoughtfully engineered classrooms--in particular, that space and how we use it affects what, how, and how much students learn. This is the 137th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.

Spis treści

EDITORS’ NOTES 1
D. Christopher Brooks, J. D. Walker, Paul Baepler

1. History and Evolution of Active Learning Spaces 9
Robert J. Beichner

This chapter reaches into the ancient past to bring us up to date on the evolution of the lecture, classrooms, and technology.

2. Using Qualitative Research to Assess Teaching and Learning in Technology–Infused TILE Classrooms 17
Sam Van Horne, Cecilia Titiek Murniati, Kem Saichaie, Maggie Jesse, Jean C. Florman, Beth F. Ingram

This qualitative study examines the challenges involved in delivering better faculty development to prepare instructors to have the best experience in Iowa’s TILE classrooms.

3. Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning 27
Paul Baepler, J. D. Walker

This preliminary study addresses the question, how are social relations among students and between students and instructors affected by newly configured, technology–enhanced classrooms?

4. Coffeehouse as Classroom: Examination of a New Style of Active Learning Environment 41
Anastasia S. Morrone, Judith A. Ouimet, Greg Siering, Ian T. Arthur

This mixed methods study looks at a unique active learning space, the Collaboration Cafe. Using video data, daily checklists, and student surveys, the authors evaluate the space and its potential for exploratory teaching.

5. Pedagogy Matters, Too: The Impact of Adapting Teaching Approaches to Formal Learning Environments on Student
Learning 53
D. Christopher Brooks, Catherine A. Solheim

This quasi–experimental study follows an instructor who teaches in an active learning class for the first time and later adapts her teaching methods to fit the physical characteristics of the room.

6. Strategies to Address Common Challenges When Teaching in an Active Learning Classroom 63
Christina I. Petersen, Kristen S. Gorman

What practical considerations should instructors be aware of before
teaching in an active learning classroom for the first time?

7. Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member 71
David Langley, S. Selcen Guzey

This in–depth case study of a biology professor traces the pedagogical practices of an experienced instructor as he transforms his class for delivery in the active learning classroom.

8. TILE at Iowa: Adoption and Adaptation 77
Jean C. Florman

What factors are critical to the successful launch of a new style of learning spaces?

9. Active Learning Environments in Nursing Education: The Experience of the University of Wisconsin–Madison School of Nursing 85
Beth Fahlberg, Elizabeth Rice, Rebecca Muehrer, Danielle Brey

Three instructors reflect upon their experiences in a prototype active learning classroom in advance of sweeping curricular change and a move into a new suite of classrooms.

10. Conclusion: Advancing Active Learning Spaces 95
Aimee L. Whiteside

In this concluding chapter, the previous chapters are recounted and directions for future research are considered.

INDEX 99

Blurb

When we think about some of the main concepts that are embodied in the recent teaching and learning paradigm shift, we think about student engagement, active learning, collaboration, and peer instruction. And when we reflect upon the impediments to making these things happen in courses, instructors often indict the physical spaces in which they teach. The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting student centered teaching methods, because traditionally designed rooms typically lack flexibility in seating arrangement, are configured to privilege a speaker at the front of the room, and lack technology to facilitate student collaboration. But many colleges and universities are redesigning the spaces in which students learn, collapsing traditional lecture halls and labs to create new, hybrid spaces—large technology–enriched studios—with the flexibility to support active and collaborative learning in larger class sizes. With this change, our classrooms are coming to embody the 21st–century pedagogy which many educators accept, and research and teaching practice are beginning to help us to understand the educational implications of thoughtfully engineered classrooms—in particular, that space and how we use it affects what, how, and how much students learn.