Comfort in active learning spaces – students’ perceptions and preferences

Abstract

ABSTRACT Evidence suggests that Active Learning (AL) and Active Learning Spaces (ALSs) have the potential to improve student learning outcomes. In this study, the student experiences of AL and ALSs in four classes in mathematics and statistics at a Norwegian university are examined through classroom observations, surveys, and interviews. The student interviews are analysed using constant comparative method, which resulted in one main category and three sub-categories presenting what the students perceived to be significant factors that impacted their learning experiences in the ALSs and how these factors affected their motivation to engage with the subject. The main category is called Engagement and Comfort, and the three sub-categories are called Students’ Varying Preferences, Student-student Communication, and Teachers’ Communication. Students’ motivation was looked at through an Approach-Avoidance Theory lens. Crucial to the student experiences was that some students felt deeply uncomfortable in the ALSs, which prevented them from engaging and benefitting from the ALSs. This research highlights how students’ comfort in the ALSs is essential to ensure their engagement and suggests many aspects that can support students’ comfort. Future research and professional development programmes built upon the reflections here can be used to support improved educational quality.