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Tytuł pozycji:

Active Learning Training and Classroom Renovation: Exploring Student and Faculty Perceptions in Health and Human Performance Disciplines

Tytuł:
Active Learning Training and Classroom Renovation: Exploring Student and Faculty Perceptions in Health and Human Performance Disciplines
Autorzy:
Odum, Mary
Meaney, Karen
Knudson, Duane V.
Temat:
Active Learning
Educational Facilities Improvement
Student Attitudes
Teacher Attitudes
College Students
College Faculty
Cooperative Learning
Physical Environment
Learner Engagement
Furniture
Classroom Design
Educational Technology
Faculty Development
Instructional Effectiveness
Interaction
Public Health
Physical Education
Język:
English
Źródło:
Journal of Learning Spaces. 2020 9(1):42-53.
Dostępność:
University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: ; Web site: http://libjournal.uncg.edu/
Recenzowane naukowo:
Y
Page Count:
12
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
ISSN:
2158-6195
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1253904
Czasopismo naukowe
Active learning spaces form an important part of university learning environments and have the potential to enhance student learning, yet studies on student and faculty perceptions of collaborative learning pedagogies indicate that many remain resistant. To overcome this resistance, an academic department developed and implemented an active learning initiative to assist faculty who are preparing to teach in a classroom newly renovated for active learning pedagogies. Five semi-structured focus groups explored perceptions of faculty and students in the inaugural classes meeting in the renovated space to identify what they perceived to have enhanced or detracted from faculty delivery of content and student learning experiences. Thematic analysis revealed three themes: positive improvements in the physical classroom environment, enhanced student engagement, and improved instructional methodology because of faulty training and classroom renovation. Key findings indicated primarily positive perceptions of the renovated physical environment, especially the tables and mobile white boards; however, participants also noted frustrations with the furniture, classroom layout, and technology influencing student engagement and effectiveness of active learning strategies. Overall, data supported the conclusion that the classroom renovation and faculty training program effectively facilitated positive learning experiences and student-instructor interactions.

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