Literaturnachweis - Detailanzeige
| Autor/inn/en | Walker, J. D.; Brooks, D. Christopher; Baepler, Paul |
|---|---|
| Titel | Pedagogy and Space: Empirical Research on New Learning Environments |
| Quelle | In: EDUCAUSE Quarterly, 34 (2011) 4
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1528-5324 |
| Schlagwörter | Quasiexperimental Design; Student Behavior; Investigations; Student Attitudes; Active Learning; Learning Experience; Teaching Methods; Educational Environment; Higher Education; Outcomes of Education; Pedagogical Content Knowledge; Academic Achievement; Undergraduate Students; Minnesota |
| Abstract | In a previous "EDUCAUSE Quarterly" article, the authors reported the results of quasi-experimental research on the University of Minnesota's (UMN) new, technology-enhanced learning spaces called Active Learning Classrooms (ALCs). That investigation found--after controlling for potentially confounding factors such as instructor, instructional methods, assessments, and student demographics--that teaching in an ALC contributed significantly to student learning outcomes. In addition, the authors' findings indicated that the type of space in which a class is taught influences instructor and student behavior in ways that likely moderate the effects of space on learning. Finally, the authors found significant cross-sectional differences between different subsets of the student sample in terms of how they perceived the ALC's contribution to their learning experience. In this article, the authors report on the next phase of learning-spaces research at the UMN, which had two components. First, to ensure that their earlier results were not simply fortuitous, the authors replicated the original investigation with a different instructor, student sample, and subject matter. Second, having shown that the type of learning space matters, they turned their attention to the pedagogy employed within the room. Using another quasi-experimental design, they investigated whether or not having the instructor adapt her instructional approach to fit the space would influence student learning outcomes and student perceptions of their learning experience. Two specific research questions guided this phase of the research: (1) Holding the "pedagogical approach constant," what is the relationship between the type of learning space and (a) student learning outcomes, (b) instructor and student behavior, and (c) student perceptions of the learning experience?; and (2) Holding the "learning space constant," what is the relationship between the type of pedagogical approach and (a) student learning outcomes and (b) student perceptions of the learning experience? (Contains 11 figures and 4 endnotes.) (ERIC). |
| Anmerkungen | EDUCAUSE. 4772 Walnut Street Suite 206, Boulder, CO 80301-2538. Tel: 303-449-4430; Fax: 303-440-0461; e-mail: info@educause.edu; Web site: http://www.educause.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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