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Presented at Harvard School of Public Health, 12.3.14
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Exploring the Impact of
Active Learning Spaces on
Teaching and Learning
Tanya Joosten
University of Wisconsin-Milwaukee
@tjoosten
slideshare.net/tjoosten
Why are we piloting this
space?
Digital future actions
NWQ active learning
Was the active learning
classroom effective?
CC Flickr Katherine.a
•Electrical Engineering
•Architecture
•Curriculum & Instruction
•Business
Professions
•Women’s Studies
•English
•Art and Design
•Art and Design, Film
Humanities and Arts
•CommunicationSocial Sciences
•BiologyNatural Sciences
Easy collaboration
Interact more w/instructor
Effective commun w/mates
0
10
20
30
40
50
60
70
80
90
100
Agree Neutral Disagree
Easy collaboration 90 4 6
Interact more w/instructor 72 24 4
Effective commun w/mates 90 4 6
Interactivity
Understand concepts
Beneficial to learning
Better grades
0
10
20
30
40
50
60
70
80
90
100
Agree Neutral Disagree
Understand concepts 60 32 8
Beneficial to learning 66 30 4
Better grades 47 47 8
Learning
Recommend continue use
Comfortable learning enviro
App. space for course
0
10
20
30
40
50
60
70
80
90
100
Agree Neutral Disagree
Recommend continue use 76 16 8
Comfortable learning enviro 84 12 4
App. space for course 84 14 2
Satisfaction
Facilitate multiple learning
Adaptability for differ activities
Movability
0
10
20
30
40
50
60
70
80
90
100
Agree Neutral Disagree
Facilitate multiple learning 71 25 4
Adaptability for differ activities 78 16 6
Movability 86 12 2
Flexibility
Interactivity
Learning
Satisfaction
Active Learning
Low Level
High Level
w/Media
Dyad/Group
Components
Perceived learning
Satisfaction
Interactivity
Learning
F(2, 47) = 59.56, p<.001
Approximately 71% of the variance in perceived learning accounted for by interactivity and satisfaction(adjusted R2 = .705)
Higher-Order Active
Learning
Active Learning Activities
Learning
F(2, 47) = 19.615, p<.001
Approximately 43% of the variance in perceived learning is accounted for by higher-order active learning and active learning activities(adjusted R2 = .432)
Perceived learning
Perceived learning
Satisfaction
Interactivity
Higher-Order Active
Learning
Learning
F(2, 46) = 56.72, p<.001
Approximately 77% of the variance in perceived learning accounted for by satisfaction, interactivity, and higher-Order active learning (adjusted R2 = .772)
Comparison study
Spring 2013 Spring 2014
Traditional Classroom Setting Active Learning Classroom
Grades Retention
Success
Higher-Order Active
Learning
Active Learning Activities
Satisfaction
F(2, 47) = 15.647, p<.001
Approximately 37% of the variance in student satisfaction is accounted for by higher-order active learning and active learning activities(adjusted R2 = .374)
Perceived Satisfaction
Predicting student satisfaction
Learning
Active Learning Activities
Satisfaction
F(2, 47) = 58.57, p<.001
Approximately 70% of the variance in perceived Satisfaction accounted for by learning and active learning(adjusted R2 = .701)
How did we measure?
CC Flickr yggg
MySurveys.wikispaces.com
Components
Component # of Variables Variables Alpha Means Standard Dev.
Learning 11
L1, L2, L3, L5, P1, P2, F2, F3, F4, F7, S5 0.957 40.19 8.39
Satisfaction 7
S1, S2, S3, O1, O2, O4, O5 0.926 28.01 5.25
Interactivity 10
I1, I2, I4, I6, I7, I9, I10, I11, I13, I15 0.945 38.03 7.25
Self-Reported Active Learning 8
Q6_2 - Q6_7, Q6_9, Q6_10 0.929 28.88 6.4
Self-ReportedHigher Order Active Learning
Q23_14, Q23_15, Q23_16, Q23_17 0.788 12.94 3.67
Self-Reported Group/Peer Active Learning 4
Q6_8, Q6_11, Q6_12, Q23_6 0.828 15.06 2.89
Student Interaction w/ ALC Media 5
Q6_16 -Q6_20 0.794 15.45 3.92
How was the
classroom designed?
No front and center
Displays/AV to
facilitate active learning
Active learning space
How does space design support
new learning approaches?
0% 20% 40% 60% 80%
Student Activities
Instructor Activities
76%
62%
68%
80%
70%
76%
44%
64%
36%
58%Require/Creatediscussion
Use Whiteboards
Break into Groups
Asking Questions ofStudents/Classmates
Utilizing OnlineDiscussion andMaterials
How can you teach using the
space?
Recommendations
Demonstrations
Small group work, graded
Individual Group
Projects
Discussions
Writing
Quizzes
Debates
Real world problems
Case studies
Internet research
Less lecture
Avoid large groups
Whiteboard dilemma
Blending
