Supporting Project-Based Learning through Economical and Flexible Learning Spaces
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| Title: | Supporting Project-Based Learning through Economical and Flexible Learning Spaces |
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| Authors: | Eickholt, Jesse, Jogiparthi, Vikas, Seeling, Patrick (ORCID |
| Source: | Education Sciences. 2019 9. |
| Availability: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | IUSE1608043 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Active Learning, Student Projects, Space Utilization, Cost Effectiveness, Classroom Design, Classroom Environment, Student Attitudes, Cooperative Learning, Peer Relationship, Computer Science Education, Engineering Education, Introductory Courses, Educational Technology, Handheld Devices, Educational Equipment, College Students, Computer Centers |
| Geographic Terms: | Michigan |
| ISSN: | 2227-7102 |
| Abstract: | Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students' perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students' perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1231108 |
| Database: | ERIC |
| Abstract: | Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students' perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students' perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost. |
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| ISSN: | 2227-7102 |
