An examination of the mediating role of learning space design on the relation between instructor effectiveness and student engagement

Abstract

Ball State University re-designed five classrooms—as part of an Interactive Learning Space (ILS) Initiative—to provide educators with learning spaces that could be used to implement and assess the effectiveness of student-centred instructional practices. The purpose of the current investigation was to explore how pedagogy implemented within ILSs influenced student outcomes. Participants responded to questionnaires assessing perceived instructor effectiveness, perceived influence of ILS design on educational practices, academic engagement, and initial impressions of the learning spaces. The relationship between instructor effectiveness and academic engagement was partially mediated by the influence that interactive learning spaces exerted on the types of activities implemented during course sessions. Additionally, we identified two ILSs that differentially influenced levels of academic engagement reported by learners. The characteristics of ILSs that facilitate the implementation of effective instructional practices and promote positive student outcomes are discussed.