Do interactive learning spaces increase student achievement? A comparison of classroom context

Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about interactive classrooms, though, are often confounded with active learning pedagogy since instructors who...

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Bibliographic Details
Published in:Active learning in higher education 2018-11, Vol.19 (3), p.197-210
Main Author: Vercellotti, Mary Lou
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Gains
Active Learning
Attendance
Attendance Patterns
Blended Learning
College Students
Comparative Analysis
Educational Environment
Educational Technology
Integrated Learning Systems
Interaction
Learner Engagement
Linguistics
Outcomes of Education
Student Centered Learning
Student Satisfaction
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Summary:Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about interactive classrooms, though, are often confounded with active learning pedagogy since instructors who teach in interactive classrooms tend to also promote active learning pedagogy. More research is needed to tease apart learning gains from the instructional design, classroom context, and the related incorporation of technology. This study examined the relationship between learning gains and classroom context (traditional and interactive learning space) in a pretest/posttest design and reviewed student survey responses about learning experiences. Participants were enrolled in one of two sections of a course. Both groups were taught by the same instructor using active learning pedagogy with the same activities, materials, and assignments. The results showed that classroom context did not result in differences in students learning overall. Some findings pointing to subtle differences, however, indicate that the interactive classroom could have made the classroom instruction more effective and efficient.
ISSN:1469-7874
1741-2625
DOI:10.1177/1469787417735606