Designing an Active Learning Space
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| Title: | Designing an Active Learning Space |
|---|---|
| Language: | English |
| Authors: | Dabae Lee, Jozenia T. Colorado-Resa (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2025 69(2):310-330. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Active Learning, Classroom Environment, Classroom Design, Classroom Research, Design Requirements, Educational Facilities Planning, Classrooms, Instructional Design |
| DOI: | 10.1007/s11528-025-01038-4 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | This developmental study explores the process and outcomes of creating an active learning classroom within a higher education setting. To support student success, institutions have increasingly redesigned their learning spaces to promote active learning. Early initiatives often aimed to facilitate collaborative learning and reduce reliance on traditional lectures. However, emerging research suggests that effective active learning environments should integrate both collaborative activities and instructor-led discussions. An instructional design and technology program at a small midwestern university was given the opportunity to completely redesign its learning space. Guided by the Pedagogy, Space, and Technology framework and existing research, the team conducted a systematic needs assessment, design, and development process. Design principles were formulated to address pedagogical, spatial, and technological considerations, ensuring the classroom supported a range of activities including lectures, small group work, and classwide discussions. Key design decisions and the resulting renovated space are detailed, highlighting the integration of centralized focal points for lectures and discussions alongside flexible workspace for group and individual activities. The study contributes to ongoing discussions on innovative learning spaces and offers practical guidance for educators seeking to enhance active learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467586 |
| Database: | ERIC |
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| Abstract: | This developmental study explores the process and outcomes of creating an active learning classroom within a higher education setting. To support student success, institutions have increasingly redesigned their learning spaces to promote active learning. Early initiatives often aimed to facilitate collaborative learning and reduce reliance on traditional lectures. However, emerging research suggests that effective active learning environments should integrate both collaborative activities and instructor-led discussions. An instructional design and technology program at a small midwestern university was given the opportunity to completely redesign its learning space. Guided by the Pedagogy, Space, and Technology framework and existing research, the team conducted a systematic needs assessment, design, and development process. Design principles were formulated to address pedagogical, spatial, and technological considerations, ensuring the classroom supported a range of activities including lectures, small group work, and classwide discussions. Key design decisions and the resulting renovated space are detailed, highlighting the integration of centralized focal points for lectures and discussions alongside flexible workspace for group and individual activities. The study contributes to ongoing discussions on innovative learning spaces and offers practical guidance for educators seeking to enhance active learning environments. |
|---|---|
| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-025-01038-4 |
