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<p>Just how active are large-scale active-learning classrooms? As it turns out, not very. A mixed-method research design was employed to understand how students and instructors experience two large active-learning classrooms with a unique layout on a mid-west university campus. Using instructor interviews for perceived experiences teaching in the rooms (11 instructors for 20&#xa0;min each), student surveys for perceptions of engagement in the rooms (<i>n</i> = 161), and classroom observations to assess activities, instructor movement, and student attention (13 courses observed 2–3 times for a total of 37 sessions), the effectiveness of the room was analyzed. In congruence with previous studies, the results indicated that when a misfit of room affordances with instructional delivery was present, it resulted in dissatisfaction due to the task-environment fit and potential learning interference. Conversely, when activities matched the room expectations, higher satisfaction was reported. Expanding upon these insights, specific design features that affected feelings of engagement were identified. Notably, a low wall separation between tiers without a center aisle decreased engagement between students and instructors, while the 6-person conference style table arrangements increased peer-engagement, but to the detriment of focused activities.</p>

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Examining the fit between spatial features of a large active-learning classroom and instructional delivery

  • 期刊论文

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  • 发表日期：

    2026年7月17日

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  • Barbara Young

摘要

Just how active are large-scale active-learning classrooms? As it turns out, not very. A mixed-method research design was employed to understand how students and instructors experience two large active-learning classrooms with a unique layout on a mid-west university campus. Using instructor interviews for perceived experiences teaching in the rooms (11 instructors for 20 min each), student surveys for perceptions of engagement in the rooms (n = 161), and classroom observations to assess activities, instructor movement, and student attention (13 courses observed 2–3 times for a total of 37 sessions), the effectiveness of the room was analyzed. In congruence with previous studies, the results indicated that when a misfit of room affordances with instructional delivery was present, it resulted in dissatisfaction due to the task-environment fit and potential learning interference. Conversely, when activities matched the room expectations, higher satisfaction was reported. Expanding upon these insights, specific design features that affected feelings of engagement were identified. Notably, a low wall separation between tiers without a center aisle decreased engagement between students and instructors, while the 6-person conference style table arrangements increased peer-engagement, but to the detriment of focused activities.