A space for learning: An analysis of research on active learning spaces

Robert Talbert,Anat Mor-Avi

doi:10.1016/j.heliyon.2019.e02967

Robert Talbert, Anat Mor-Avi

Open Access

https://doi.org/10.1016/j.heliyon.2019.e02967

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Abstract

Active Learning Classrooms (ALCs) are learning spaces specially designed to optimize the practice of active learning and amplify its positive effects in learners from young children through university-level learners. As interest in and adoption of ALCs has increased rapidly over the last decade, the need for grounded research in their effects on learners and schools has grown proportionately. In this paper, we review the peer-reviewed published research on ALCs, dating back to the introduction of “studio” classrooms and the SCALE-UP program up to the present day. We investigate the literature and summarize findings on the effects of ALCs on learning outcomes, student engagement, and the behaviors and practices of instructors as well as the specific elements of ALC design that seem to contribute the most to these effects. We also look at the emerging cultural impact of ALCs on institutions of learning, and we examine the drawbacks of the published research as well as avenues for potential future research in this area.

Highlights

The main question that this study intends to investigate is: What are the effects of the use of Active Learning Classrooms (ALCs) on student learning, faculty teaching, and institutional cultures? Within this broad overall question, we will focus on four research questions: 1. What effects do ALCs have on measurable metrics of student academic achievement? Included in such metrics are measures such as exam scores, course grades, and learning gains on pre/post-test measures, along with data on the acquisition of “21st Century Skills”, which we will define using a framework (OCDE, 2009) which groups “21st Century Skills” into skills pertaining to information, communication, and ethical/social impact
Our studies report that instructors in ALCs tend to use active learning techniques more frequently than they do when teaching in traditional classrooms, and they readily integrate the special affordances of ALCs — reconfigurable tables, vertical writing surfaces, ubiquitous digital technology, etc. — into their teaching effectively
The research emerging from the study of learning spaces highlights a growing need to understand space as a third component of effective learning experiences, complementing pedagogy and technology: As our understanding of both pedagogy and technology evolves, a continuing evolution of our understanding of active learning spaces is necessary to help the promise of active learning reach its full potential

Summary

Introduction

Active learning has taken hold as a normative instructional practice in K12 and higher education institutions worldwide. Recent studies, such as the 2014 meta-analysis linking active learning pedagogies with dramatically reduced failure rates in university-level STEM courses (Freeman et al, 2014) have established that active learning drives increased student learning and engagement across disciplines, grade levels, and demographics (see Figures 1,2,3,4,5, 6,7,8,9,10,11,12,13,14). In an effort to link architectural design to best practices in active learning pedagogy, numerous instructors, school leaders, and architects have explored how learning spaces can be differently designed to support active learning and amplify its positive effects on student learning. The result is a category of learning spaces known as Active Learning Classrooms (ALCs)

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