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ERIC Number: EJ1200501
Record Type: Journal
Publication Date: 2018-Dec
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1527-9316
EISSN: N/A
Available Date: N/A
Active University Teaching and Engaged Student Learning: A Mixed Methods Approach
Wheat, Celeste A.; Sun, Yan; Wedgworth, Jessica C.; Hocutt, Martha M.
Journal of the Scholarship of Teaching and Learning, v18 n4 p28-50 Dec 2018
The purpose of this research was to examine how learning space design and implementation of an active learning pedagogy based on the 5E Instructional Model influence university faculty's teaching practices and students' engagement. Faculty Fellows were recruited from a public, medium-sized university in the United States to teach courses, typically taught in a traditional classroom setting, in a new Active Learning Center (ALC) classroom. The classroom was funded by a SteelcaseĀ® Education Active Learning Center Grant that provided innovative and dynamic classroom furnishings and technology that allowed mobility and flexibility for both instructors and students. Quantitative and qualitative data were collected concurrently in this study. The quantitative analysis results indicated that the ALC learning experience significantly improved students' class participation and cognitive attentiveness, but had no effect on improving their meaningful processing of new information. The qualitative analysis results, while providing new insights into the quantitative findings, revealed the faculty fellows' changes and weaknesses in teaching practices and the mechanism of the ALC in supporting active learning. Implications of these findings and directions for future research are discussed.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A