Exploring the Role of Environmental Features on Student Experience in the University Classroom with the Community of Inquiry Framework

Authors

Heather R. Kennedy, University of Northern IowaFollow
Gloria E. Stafford, University of Northern Iowa

Document Type

Article

Journal/Book/Conference Title

Journal of Learning Spaces

Volume

12

Issue

1

First Page

60

Last Page

74

Abstract

An active learning classroom design recognizes the importance of students becoming engaged in their own learning. Using a mixed-methods approach, this study compared student-reported data (n = 219) and used the community of inquiry framework to evaluate the impact of environmental features on students’ experience. Students occupied traditional or active-learning classrooms, but the same course content was delivered by the same instructor. Findings indicate a preference for seating at tables versus fixed desks, appropriate personal space and sightlines to the teacher and projector screens, and gratification for forming social connections (i.e., social presence).

Department

School of Applied Human Sciences

Department

Department of Textiles and Apparel

Original Publication Date

1-1-2023

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

en

File Format

application/pdf

Recommended Citation

Kennedy, Heather R. and Stafford, Gloria E., "Exploring the Role of Environmental Features on Student Experience in the University Classroom with the Community of Inquiry Framework" (2023). Faculty Publications. 5473.
https://scholarworks.uni.edu/facpub/5473