exploring the impact of active learning spaces on teaching and learning

Exploring the Impact of

Active Learning Spaces on

Teaching and Learning

Tanya Joosten

University of Wisconsin-Milwaukee

@tjoosten

tjoosten@uwm.edu

slideshare.net/tjoosten

Why are we piloting this

space?

Digital future actions

NWQ active learning

Was the active learning

classroom effective?

CC Flickr Katherine.a

•Electrical Engineering

•Architecture

•Curriculum & Instruction

•Business

Professions

•Women’s Studies

•English

•Art and Design

•Art and Design, Film

Humanities and Arts

•CommunicationSocial Sciences

•BiologyNatural Sciences

Easy collaboration

Interact more w/instructor

Effective commun w/mates

0

10

20

30

40

50

60

70

80

90

100

Agree Neutral Disagree

Easy collaboration 90 4 6

Interact more w/instructor 72 24 4

Effective commun w/mates 90 4 6

Interactivity

Understand concepts

Beneficial to learning

Better grades

0

10

20

30

40

50

60

70

80

90

100

Agree Neutral Disagree

Understand concepts 60 32 8

Beneficial to learning 66 30 4

Better grades 47 47 8

Learning

Recommend continue use

Comfortable learning enviro

App. space for course

0

10

20

30

40

50

60

70

80

90

100

Agree Neutral Disagree

Recommend continue use 76 16 8

Comfortable learning enviro 84 12 4

App. space for course 84 14 2

Satisfaction

Facilitate multiple learning

Adaptability for differ activities

Movability

0

10

20

30

40

50

60

70

80

90

100

Agree Neutral Disagree

Facilitate multiple learning 71 25 4

Adaptability for differ activities 78 16 6

Movability 86 12 2

Flexibility

Interactivity

Learning

Satisfaction

Active Learning

Low Level

High Level

w/Media

Dyad/Group

Components

Perceived learning

Satisfaction

Interactivity

Learning

F(2, 47) = 59.56, p<.001

Approximately 71% of the variance in perceived learning accounted for by interactivity and satisfaction(adjusted R2 = .705)

Higher-Order Active

Learning

Active Learning Activities

Learning

F(2, 47) = 19.615, p<.001

Approximately 43% of the variance in perceived learning is accounted for by higher-order active learning and active learning activities(adjusted R2 = .432)

Perceived learning

Perceived learning

Satisfaction

Interactivity

Higher-Order Active

Learning

Learning

F(2, 46) = 56.72, p<.001

Approximately 77% of the variance in perceived learning accounted for by satisfaction, interactivity, and higher-Order active learning (adjusted R2 = .772)

Comparison study

Spring 2013 Spring 2014

Traditional Classroom Setting Active Learning Classroom

Grades Retention

Success

Higher-Order Active

Learning

Active Learning Activities

Satisfaction

F(2, 47) = 15.647, p<.001

Approximately 37% of the variance in student satisfaction is accounted for by higher-order active learning and active learning activities(adjusted R2 = .374)

Perceived Satisfaction

Predicting student satisfaction

Learning

Active Learning Activities

Satisfaction

F(2, 47) = 58.57, p<.001

Approximately 70% of the variance in perceived Satisfaction accounted for by learning and active learning(adjusted R2 = .701)

How did we measure?

CC Flickr yggg

MySurveys.wikispaces.com

Components

Component # of Variables Variables Alpha Means Standard Dev.

Learning 11

L1, L2, L3, L5, P1, P2, F2, F3, F4, F7, S5 0.957 40.19 8.39

Satisfaction 7

S1, S2, S3, O1, O2, O4, O5 0.926 28.01 5.25

Interactivity 10

I1, I2, I4, I6, I7, I9, I10, I11, I13, I15 0.945 38.03 7.25

Self-Reported Active Learning 8

Q6_2 - Q6_7, Q6_9, Q6_10 0.929 28.88 6.4

Self-ReportedHigher Order Active Learning

Q23_14, Q23_15, Q23_16, Q23_17 0.788 12.94 3.67

Self-Reported Group/Peer Active Learning 4

Q6_8, Q6_11, Q6_12, Q23_6 0.828 15.06 2.89

Student Interaction w/ ALC Media 5

Q6_16 -Q6_20 0.794 15.45 3.92

How was the

classroom designed?

No front and center

Displays/AV to

facilitate active learning

Active learning space

How does space design support

new learning approaches?

0% 20% 40% 60% 80%

Student Activities

Instructor Activities

76%

62%

68%

80%

70%

76%

44%

64%

36%

58%Require/Creatediscussion

Use Whiteboards

Break into Groups

Asking Questions ofStudents/Classmates

Utilizing OnlineDiscussion andMaterials

How can you teach using the

space?

Recommendations

Demonstrations

Small group work, graded

Individual Group

Projects

Discussions

Writing

Quizzes

Debates

Real world problems

Case studies

Internet research

Less lecture

Avoid large groups

Whiteboard dilemma

Blending

Tanya JoostenUniversity of Wisconsin-Milwaukeetjoosten@uwm.edu@tjoostenslideshare.net/tjoosten

Questions?