Trading Spaces, Pedagogies, and Technologies: Developing a University Active Learning Center via Public-Private Partnership

Autor/inn/en	Voelker, Dana K.; Wyant, James; Wayda, Valerie; Bulger, Sean M.
Titel	Trading Spaces, Pedagogies, and Technologies: Developing a University Active Learning Center via Public-Private Partnership
Quelle	In: International Journal of Kinesiology in Higher Education, 7 (2023) 2, S.144-155 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Voelker, Dana K.) ORCID (Wyant, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2022.2032495
Schlagwörter	College Faculty; College Instruction; Teaching Methods; Student Centered Learning; Active Learning; Partnerships in Education; Educational Facilities; Furniture; Cooperative Learning; Learning Centers (Classroom); Instructional Design; Technology Uses in Education; College Students + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Hochschulpartnerschaft; Bildungsstätte; Möbel; Kooperatives Lernen; Unterrichtsdifferenzierung; Lesson concept; Lessonplan; Unterrichtsentwurf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent
Abstract	Faculty in higher education are challenged to change their instructional approaches in outmoded, stagnant learning spaces to meet the needs of 21st century learners. Traditional learning spaces on most college campuses consist of locked, rowed seating and desks designed to maximize room capacity and accommodate large numbers of students. The physical constraints of these spaces often limit the use of more innovative teaching methods that allow students to assume greater ownership of their learning. For more active, student-centered learning to occur, greater mobility in the physical learning space may be necessary to allow for improved connection, collaboration, interest, and engagement. In this paper, we share experiences in forging a public-private partnership to transform a 46-seat computer lab into a 32-seat active learning center (ALC) in which mobility is a signature feature. Upon using the ALC for the first time, options for space and furniture configuration allowed instructors to create, and re-create, work groups to facilitate student collaboration while digital technology and active learning tools allowed students to share information easily and often. Most students rated their experiences in the ALC favorably, though not all participants embraced the active learning approach and instructional space with immediacy. Original research would help to understand students' experiences and isolate the effects of space on student learning and engagement. Our successes and challenges in building and using the ALC may be used to meaningfully inform other public-private partnerships in higher education to transform teaching and learning through active instructional design approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01