Research and Teaching: "It's Not You, It's the Room"--Are the High-Tech, Active Learning Classrooms Worth It?

Autor/inn/en	Cotner, Sehoya; Loper, Jessica; Walker, J. D.; Brooks, D. Christopher
Titel	Research and Teaching: "It's Not You, It's the Room"--Are the High-Tech, Active Learning Classrooms Worth It?
Quelle	In: Journal of College Science Teaching, 42 (2013) 6, S.82-88 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Active Learning; Technology Uses in Education; Classroom Design; Introductory Courses; Biology; Science Instruction; Comparative Analysis; College Students; Science Achievement; Classroom Environment; Environmental Influences; College Science; Quasiexperimental Design; Least Squares Statistics; Surveys; Observation; Minnesota + Suchen Sie Ihr Suchwort? Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenraumgestaltung; Einführungskurs; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Survey; Umfrage; Befragung; Beobachtung
Abstract	Several institutions have redesigned traditional learning spaces to better realize the potential of active, experiential learning. We compare student performance in traditional and active learning classrooms in a large, introductory biology course using the same syllabus, course goals, exams, and instructor. Using ACT scores as predictive, we found that students in the active learning classroom outperformed expectations, whereas those in the traditional classroom did not. By replicating initial work, our results provide empirical confirmation that new, technology-enhanced learning environments positively and independently affect student learning. Our data suggest that creating space for active learning can improve student performance in science courses. However, we recognize that such a commitment of resources is impractical for many institutions, and we offer recommendations for applying what we have learned to more traditional spaces. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10