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Teaching in Active Learning Classrooms at a Canadian University

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Bibliographic Details
Title: Teaching in Active Learning Classrooms at a Canadian University
Language: English
Authors: Hedieh Najafi, N. Carol Rolheiser, Kelly Gordon
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2024 15(2).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Teaching Methods, Foreign Countries, Classroom Design, Classrooms, Audiovisual Aids, Decision Making Skills, Technical Support, Classroom Techniques, Curriculum Development, School Space, Higher Education
Geographic Terms: Canada
ISSN: 1918-2902
Abstract: This article describes an evaluation of a campus wide Active Learning initiative to examine instructors' experiences teaching in Active Learning Classrooms (ALCs) at a Canadian University. ALCs at this university differ in size, layout, and audio-visual equipment. The participants were 21 instructors from different disciplines who had taught courses in various ALCs who were interviewed to explore their pedagogical decision-making, teaching experiences, and their access to ALC-specific, pedagogical and technological support. Instructors explained their classroom management strategies specific to ALCs, discussed how physical and technological features of different ALCs impacted the extent of necessary revisions to their courses, and highlighted logistical issues in being assigned to ALCs that may fit the requirements of their courses. Based on the findings, we pose a series of recommendations to offices responsible for classroom assignment, academic departments, and centres for faculty support and development. Overall, instructors would benefit from advance notice of ALC room assignment, just-intime and self-directed opportunities regarding integrating Active Learning strategies in instruction, and access to orientation sessions and multimedia documentation developed for different types of ALCs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453531
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teaching in Active Learning Classrooms at a Canadian University
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2024 15(2).
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 1918-2902
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  Label: Abstract
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  Data: This article describes an evaluation of a campus wide Active Learning initiative to examine instructors' experiences teaching in Active Learning Classrooms (ALCs) at a Canadian University. ALCs at this university differ in size, layout, and audio-visual equipment. The participants were 21 instructors from different disciplines who had taught courses in various ALCs who were interviewed to explore their pedagogical decision-making, teaching experiences, and their access to ALC-specific, pedagogical and technological support. Instructors explained their classroom management strategies specific to ALCs, discussed how physical and technological features of different ALCs impacted the extent of necessary revisions to their courses, and highlighted logistical issues in being assigned to ALCs that may fit the requirements of their courses. Based on the findings, we pose a series of recommendations to offices responsible for classroom assignment, academic departments, and centres for faculty support and development. Overall, instructors would benefit from advance notice of ALC room assignment, just-intime and self-directed opportunities regarding integrating Active Learning strategies in instruction, and access to orientation sessions and multimedia documentation developed for different types of ALCs.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Classroom Design
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Audiovisual Aids
        Type: general
      – SubjectFull: Decision Making Skills
        Type: general
      – SubjectFull: Technical Support
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: School Space
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Canada
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    Titles:
      – TitleFull: Teaching in Active Learning Classrooms at a Canadian University
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            NameFull: Kelly Gordon
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              Y: 2024
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