ERIC Number: EJ1018241
Record Type: Journal
Publication Date: 2013-Jul
Abstractor: As Provided
Research and Teaching: "It's Not You, It's the Room"--Are the High-Tech, Active Learning Classrooms Worth It?
Cotner, Sehoya; Loper, Jessica; Walker, J. D.; Brooks, D. Christopher
Journal of College Science Teaching, v42 n6 p82-88 Jul 2013
Several institutions have redesigned traditional learning spaces to better realize the potential of active, experiential learning. We compare student performance in traditional and active learning classrooms in a large, introductory biology course using the same syllabus, course goals, exams, and instructor. Using ACT scores as predictive, we found that students in the active learning classroom outperformed expectations, whereas those in the traditional classroom did not. By replicating initial work, our results provide empirical confirmation that new, technology-enhanced learning environments positively and independently affect student learning. Our data suggest that creating space for active learning can improve student performance in science courses. However, we recognize that such a commitment of resources is impractical for many institutions, and we offer recommendations for applying what we have learned to more traditional spaces.
Descriptors: Active Learning, Technology Uses in Education, Classroom Design, Introductory Courses, Biology, Science Instruction, Comparative Analysis, College Students, Science Achievement, Classroom Environment, Environmental Influences, College Science, Quasiexperimental Design, Least Squares Statistics, Surveys, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Minnesota