More than chalkboards: classroom spaces and collaborative learning attitudes

Abstract

The well-known benefits of collaborative learning have prompted the development of active learning classrooms that are designed to facilitate peer interaction. Given the expense of designing active learning classrooms, examining student perceptions of these learning spaces is critical. Furthermore, it is not well understood how the type of classroom (active learning or traditional lecture) relates to students’ perceptions of collaborative learning. In this study, aviation students (N = 46) were enrolled in the same course taught in the same active-learning manner by the same professor, with one section taught in an active-learning classroom and one taught in a traditional lecture classroom. Relative to the traditional lecture classroom, students perceived the active-learning classroom as being much better suited to collaborative learning and having higher levels of collaborative learning, both in terms of enjoyment and usefulness. Implications for designing learning environments and promoting the value of active learning among students are discussed.