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ERIC Number: EJ901495
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1528-5324
Making the Case for Space: Three Years of Empirical Research on Learning Environments
Whiteside, Aimee L.; Brooks, D. Christopher; Walker, J. D.
EDUCAUSE Quarterly, v33 n3 2010
An article in last year's "EDUCAUSE Quarterly" special issue on learning spaces reported on the results of the University of Minnesota's pilot evaluation of its high-tech, state-of-the art Active Learning Classrooms (ALCs). The next phase of research on learning environments at the University of Minnesota involved a unique partnership with undergraduate researchers, faculty members with considerable classroom experience, and several collegiate and unit associates. In this new project, funded by the Bush Foundation (established in 1953 by Archibald G. and Edyth B. Bush), the authors conducted a more systematic investigation of the impact of formal and informal learning environments. They explored the effects of different types of formal learning environments on student learning outcomes and teaching and learning strategies, and they explored where, when, and how students completed their course assignments when they used informal study spaces. To answer their research questions about informal student study environments, the authors developed a study assignment log, asked students to complete a photo survey of their selected learning spaces, and conducted student focus groups. The authors present the results and key findings of the study in terms of formal and informal learning environments. Concluding implications and recommendations are also presented. (Contains 10 figures, 3 tables and 8 endnotes.)
EDUCAUSE. 4772 Walnut Street Suite 206, Boulder, CO 80301-2538. Tel: 303-449-4430; Fax: 303-440-0461; e-mail: info@educause.edu; Web site: http://www.educause.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota