Student and Instructor Perceptions of a First Year in Active Learning Classrooms: Three Lessons Learned

Autor/inn/en	Murphy, Michael P. A.; Groen, Jovan F.
Titel	Student and Instructor Perceptions of a First Year in Active Learning Classrooms: Three Lessons Learned
Quelle	In: Collected Essays on Learning and Teaching, 13 (2020), S.41-49 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Student Attitudes; Teacher Attitudes; College Freshmen; Active Learning; College Faculty; Foreign Countries; Classrooms; Classroom Environment; Learning Experience; Technical Support; Cooperation; Canada (Ottawa) + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Studienanfänger; Aktives Lernen; Fakultät; Ausland; Classroom; Klassenraum; Klassenklima; Unterrichtsklima; Lernerfahrung; Co-operation; Kooperation
Abstract	This article presents an evaluation of an active learning classroom (ALC) initiative at the University of Ottawa. Preliminary results indicate three broad trends to inform future practice and classroom design: 1) Despite advances in educational technology, there remains a strong appetite for low-tech, interactive learning opportunities; 2) Instructors feel that consistent institutional support is necessary to foster innovation in the classroom, particularly for course redesign; 3) a collaborative strategy, bringing together multiple institutional stakeholders, is necessary to ensure a whole-of-university approach to optimal use of the ALCs. This article briefly reviews ALC research, outlines the methodology of the program-evaluation protocol, discusses the three central findings, and concludes with potential directions in ALC research. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01