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ERIC Number: EJ1280421
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1052-4800
Exploring Differences in Students' Perceptions of Active Learning Classrooms in an Undergraduate Computer Science Course
Johnson, Matthew R.; Eickholt, Jesse; Hinton, Quentrese
Journal on Excellence in College Teaching, v31 n3 p93-109 2020
Traditional active learning classrooms can support student collaboration and increase student engagement, but they are costly (Park & Choi, 2014). This study examined students' perceptions of a traditional active learning classroom ($250,000 approximate cost) and a low-cost active learning classroom ($10,000 approximate cost) in an undergraduate computer science course over the course of three semesters. Results of a two-way between-groups analysis of variance (ANOVA) suggest that students' perceptions of collaboration and support of learning are similar, and in some cases stronger, in the low-cost active learning classroom compared to the traditional active learning classroom. Gender differences were also explored but yielded no significant differences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1608043