Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior

Autor/in	Brooks, D. Christopher
Titel	Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior
Quelle	In: Journal of Learning Spaces, 1 (2012) 2, (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-6195
Schlagwörter	School Space; Teacher Behavior; Student Behavior; Classrooms; Active Learning; Electronic Classrooms; Class Activities; Observation; College Faculty; College Students; Differences; Quasiexperimental Design; Minnesota + Suchen Sie Ihr Suchwort? Schulraum; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Classroom; Klassenraum; Aktives Lernen; Beobachtung; Fakultät; Collegestudent; Unterscheiden
Abstract	This article presents the results of a quasi-experimental research project investigating the impact of two different formal learning spaces--a traditional classroom and a technologically enhanced active learning classroom--on instructor behavior, classroom activities, and levels of on-task student behavior at the University of Minnesota. Using time-series data collected as part of a series of classroom observations, we demonstrate that not only are clear differences manifest in terms of what occurred within each space, but that the different classroom types are linked causally to the observed differences in instructor and student behavior. (As Provided).
Anmerkungen	University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04