Do Interactive Learning Spaces Increase Student Achievement? A Comparison of Classroom Context

Autor/in	Vercellotti, Mary Lou
Titel	Do Interactive Learning Spaces Increase Student Achievement? A Comparison of Classroom Context
Quelle	In: Active Learning in Higher Education, 19 (2018) 3, S.197-210 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417735606
Schlagwörter	Interaction; Educational Environment; Blended Learning; Academic Achievement; Comparative Analysis; Integrated Learning Systems; Educational Technology; Learner Engagement; Outcomes of Education; Student Centered Learning; Active Learning; College Students; Linguistics; Attendance; Attendance Patterns; Achievement Gains; Student Satisfaction + Suchen Sie Ihr Suchwort? Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Unterrichtsmedien; Lernleistung; Schulerfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Collegestudent; Linguistik; Anwesenheit; Achievement gain; Leistungssteigerung
Abstract	Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about interactive classrooms, though, are often confounded with active learning pedagogy since instructors who teach in interactive classrooms tend to also promote active learning pedagogy. More research is needed to tease apart learning gains from the instructional design, classroom context, and the related incorporation of technology. This study examined the relationship between learning gains and classroom context (traditional and interactive learning space) in a pretest/posttest design and reviewed student survey responses about learning experiences. Participants were enrolled in one of two sections of a course. Both groups were taught by the same instructor using active learning pedagogy with the same activities, materials, and assignments. The results showed that classroom context did not result in differences in students learning overall. Some findings pointing to subtle differences, however, indicate that the interactive classroom could have made the classroom instruction more effective and efficient. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01