NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1152588
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-6195
EISSN: N/A
"Space and Consequences": The Influence of the Roundtable Classroom Design on Student Dialogue
Parsons, Caroline S.
Journal of Learning Spaces, v5 n2 p15-25 2016
This study sought to explore how the design of both physical and virtual learning spaces influence student dialogue in a modern university. Qualitative analysis of the learning spaces in an undergraduate liberal arts program was conducted. Interview and focus group data from students and faculty, in addition to classroom observations, resulted in the finding that the program's learning spaces empowered students to engage in dialogue, so much so that they occasionally wished to disengage. While this study found support for the idea that both physical and virtual learning spaces can positively influence student dialogue, findings also suggest that the role and purpose of virtual learning spaces (e.g., use of educational technologies) needs to be more intentionally designed and communicated to students. Recommendations and suggestions for future research are provided.
University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Grant or Contract Numbers: N/A