Space and consequences: The impact of different formal learning spaces on instructor and student behavior

David Brooks

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Educational Environments and Student Outcomes Online and Blended Learning Innovative Teaching Methods

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.

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References

2004Does Active Learning Work? A Review of the Research 2011Improved Learning in a Large-Enrollment Physics Class 2004Team-Based Learning: A Transformative use of Small Groups in College Teaching 2005How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts?2007The Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project 2010Space matters: The impact of formal learning environments on student learning 2008Learning spaces in higher education: an under-researched topic 2011Social learning spaces and student engagement

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2014Making the Case for Space: The Effect of Learning Spaces on Teaching and Learning 2019A space for learning: An analysis of research on active learning spaces 2017From swimming pool to collaborative learning studio: Pedagogy, space, and technology in a large active learning classroom 2017Aligning pedagogy with physical learning spaces 2022Formal learning spaces in Higher Education – a systematic review

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