Faculty Publications
Document Type
Article
Publication Version
Published Version
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
Object Description
1 PDF File
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Copyright
©2023 The Author(s)
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
Comments
First published in Journal of Learning Spaces, v12 n1 (2023) published by UNC Greensboro. LINK: https://libjournal.uncg.edu/jls/article/view/2272