How a Flexible Classroom Affords Active Learning in Electrical Engineering

Johnson, Aaron; Blackburn, Max William; Su, Magel P.; Finelli, Cynthia J.

doi:10.1109/te.2018.2867447

Cited by 18 publications

(12 citation statements)

References 26 publications

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“…An empirical twoyear study of 306 courses and 35,000 units of student perception data revealed that, compared to traditional classrooms, ALCs are better learning environments for nurturing innovation for all students regardless of their academic ability (Chiu and Cheng, 2017). Relying on observational study, Johnson et al (2018) found that ALCs encouraged more frequent and better student-Collaborative design of active learning classroom instructor and student-peer interaction. They also found that, in ALCs, the time spent on instructor-led examples decreased while the time devoted to active learning increased.…”

Section: Privacy Needs In a Classroom Settingmentioning

confidence: 99%

Collaborative design of an active learning classroom with high school students and teachers

Kepez

Üst

2020

ARCH

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PurposeThe aim of this study is to understand classroom settings desired by high school students and teachers in an active learning classroom. The research question is whether students and teachers will differ from each other when designing an active learning classroom.Design/methodology/approachIn an effort to design a learning environment for an advanced placement programme, action research methodology was followed by conducting a participatory workshop in a real active learning classroom with future users. Working in isolation from one another, students and teachers designed their own classrooms by forming different learning centres. During the study, two groups, made up of ten high school students and seven teachers, respectively, were asked to arrange the furniture in an active learning classroom. The groups were free to form as many furniture arrangement configurations as they wished and were asked to write about their workshop experiences afterwards. Once they had completed both tasks, their plan layouts were examined.FindingsAll of the plan layouts were found to fall into one of three categories: a traditional layout, a small group layout or a single large group layout. The written texts were also analysed, which revealed different perspectives of each participating group. As students and teachers explore different learning opportunities, they appear to be driven by different kinds of experiences when they endeavour to organize their classrooms.Originality/valueNever before has an active learning classroom been the site for a participatory furniture arrangement workshop that employs teachers and students.

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Section: Privacy Needs In a Classroom Settingmentioning

confidence: 99%

Collaborative design of an active learning classroom with high school students and teachers

Kepez

Üst

2020

ARCH

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“…Traditional lecture halls with a fixed podium in front, and immovable tables or seats, which may be less open to flipped classroom activities, are remnants of attempts to emulate the efficiency of mass factory production in education (Bransford et al, 2000;Park and Choi, 2014). With recent advancements in technology, many institutions of higher education are adapting their educational spaces to better accommodate active-learning pedagogies (Johnson et al, 2019;Park and Choi, 2014), including the R1 university where the authors work.…”

Section: The Flipped Classroom Modelmentioning

confidence: 99%

Building Bridges and Breaking Barriers: OER and Active Learning in Mathematics

2021

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This article will discuss how open educational resources and instructional technology are used to support student academic success and continuous faculty pedagogical development, as well as reduce barriers to access at an R1 university. This article uses case examples from two instructors from a Mathematics and Computational Sciences department who are using open educational resources and instructional technology as part of an inclusive active learning pedagogy. The first case study is from an integral calculus course and the second case study is from a discrete mathematics course. The article highlights the role of the educational developer in providing pedagogical and technological support to the faculty. The support the educational developer provides is framed by an inclusive pedagogy that foregrounds access and accessibility. Future considerations provided in the article highlight the need for connections and collaborations supported through a Teaching and Learning Collaboration with an emphasis on active learning, classroom training, and open educational resources to create more pedagogically comprehensive and inclusive learning environments.

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“…To increase access to active learning spaces, the broader computer science education community has responded with several initiatives. In recent years, there have been a number of studies on flexible learning spaces [9]- [14]. These spaces attempt to mimic some aspects of an ALC and are often achievable at a reduced cost.…”

Section: Introductionmentioning

confidence: 99%

Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms

2021

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Practical active learning stations (PALSs)-equipped classrooms function similar to prototypical active learning classrooms (ALCs). They support student collaboration and active learning pedagogies but at a fraction of the cost. Background: Active learning pedagogies and active learning technology are revitalizing STEM education and their use has led to an increase in student performance and satisfaction with the learning environment in postsecondary settings. An obstacle to increasing access to ALCs is the cost of constructing such learning environments. To address this challenge, a means to retrofit an existing computer laboratory into an ALC by making use of economy hardware and open-source software was devised. Intended Outcomes: In the context of an introductory sequence of programming courses (i.e., CS1 and CS2), students in a PALSequipped classroom would perform as well as students in a prototypical ALC. Application Design: A quasi-experimental study was employed to compare the overall student performance across learning environments. Student performance was measured by the final exam score and overall course score. Throughout the study, the PALS-equipped classroom was paired five different times in head-to-head comparisons with either a prototypical ALC or a traditional classroom. Findings: The focus of the study was the potential effects of classroom type on students' final exam score and the overall course score. A statistically significant effect was found for only one measure, which was that students in the PALS classroom in CS1 scored higher on their overall course score even when accounting for demographic differences and the pretest measure. There were no other significant effects for classroom type, either on the final exam score for either course or the overall course score in CS2.

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How a Flexible Classroom Affords Active Learning in Electrical Engineering

Cited by 18 publications

References 26 publications

Collaborative design of an active learning classroom with high school students and teachers

Collaborative design of an active learning classroom with high school students and teachers

Building Bridges and Breaking Barriers: OER and Active Learning in Mathematics

Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms

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