[ { "key": "Q3X4VZAP", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/Q3X4VZAP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/Q3X4VZAP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "White et al.", "parsedDate": "2014-03-01", "numChildren": 0 }, "data": { "key": "Q3X4VZAP", "version": 20, "itemType": "journalArticle", "title": "Why are medical students ‘checking out’ of active learning in a new curriculum?", "creators": [ { "creatorType": "author", "firstName": "Casey", "lastName": "White" }, { "creatorType": "author", "firstName": "Elizabeth", "lastName": "Bradley" }, { "creatorType": "author", "firstName": "James", "lastName": "Martindale" }, { "creatorType": "author", "firstName": "Paula", "lastName": "Roy" }, { "creatorType": "author", "firstName": "Kunal", "lastName": "Patel" }, { "creatorType": "author", "firstName": "Michelle", "lastName": "Yoon" }, { "creatorType": "author", "firstName": "Mary Kate", "lastName": "Worden" } ], "abstractNote": "Objectives\n\nThe University of Virginia School of Medicine recently transformed its pre-clerkship medical education programme to emphasise student engagement and active learning in the classroom. As in other medical schools, many students are opting out of attending class and others are inattentive while in class. We sought to understand why, especially with a new student-centred curriculum, so many students were still opting to learn on their own outside of class or to disengage from educational activities while in class.\n\n\nMethods\n\nFocus groups were conducted with students from two classes who had participated in the new curriculum, which is designed to foster small-group and collaborative learning. The sessions were audio-recorded and then transcribed. The authors read through all of the transcripts and then reviewed them for themes. Quotes were analysed and organised by theme.\n\n\nResults\n\nInterview transcripts revealed candid responses to questions about learning and the learning environment. The semi-structured nature of the interviews enabled the interviewers to probe unanticipated issues (e.g. reasons for choosing to sit with friends although that diminishes learning and attention). A content analysis of these transcripts ultimately identified three major themes embracing multiple sub-themes: (i) learning studio physical space; (ii) interaction patterns among learners, and (iii) the quality of and engagement in learning in the space.\n\n\nConclusions\n\nStudents' reluctance to engage in class activities is not surprising if classroom exercises are passive and not consistently well designed or executed as active learning exercises that students perceive as enhancing their learning through collaboration. Students' comments also suggest that their reluctance to participate regularly in class may be because they have not yet achieved the developmental level compatible with adult and active learning, on which the curriculum is based. Challenges include helping students better understand the nature of deep learning and their own developmental progress as learners, and providing robust faculty development to ensure the consistent deployment of higher-order learning activities linked with higher-order assessments.", "publicationTitle": "Medical Education", "publisher": "", "place": "", "date": "March 1, 2014", "volume": "48", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "315-324", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Med Educ", "DOI": "10.1111/medu.12356", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/medu.12356/abstract", "accessDate": "2016-02-16T14:31:02Z", "PMID": "", "PMCID": "", "ISSN": "1365-2923", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2014 John Wiley & Sons Ltd", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "2RGFKS9K", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/2RGFKS9K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/2RGFKS9K", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Muthyala and Wei", "parsedDate": "2013-01-08", "numChildren": 0 }, "data": { "key": "2RGFKS9K", "version": 20, "itemType": "journalArticle", "title": "Does Space Matter? Impact of Classroom Space on Student Learning in an Organic-First Curriculum", "creators": [ { "creatorType": "author", "firstName": "Rajeev S.", "lastName": "Muthyala" }, { "creatorType": "author", "firstName": "Wei", "lastName": "Wei" } ], "abstractNote": "A number of studies have reported on the positive impact of social constructivist approaches on learning in introductory chemistry courses. However, the widespread use of such approaches is being hampered to a certain degree by uncertainty as to whether one needs a special type of classroom. In this study, we investigated student learning in two different classroom environments, the Node and the Spoke, in two first-year organic chemistry courses. Using, for the first time, formative assessment (in the form of clickers, or personal response systems) together with summative evaluations, we found no significant difference in student performance between the two classrooms. There was, however, a consistent trend of higher average grades among students in the Spoke environment compared to those in the Node classroom.", "publicationTitle": "Journal of Chemical Education", "publisher": "", "place": "", "date": "January 8, 2013", "volume": "90", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "45-50", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J. Chem. Educ.", "DOI": "10.1021/ed3002122", "citationKey": "", "url": "http://dx.doi.org/10.1021/ed3002122", "accessDate": "2016-02-16T14:23:04Z", "PMID": "", "PMCID": "", "ISSN": "0021-9584", "archive": "", "archiveLocation": "", "shortTitle": "Does Space Matter?", "language": "", "libraryCatalog": "ACS Publications", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "V7FXPMNH", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/V7FXPMNH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/V7FXPMNH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Kuda-Malwathumullage", "parsedDate": "2015-01-01", "numChildren": 0 }, "data": { "key": "V7FXPMNH", "version": 20, "itemType": "journalArticle", "title": "Impact of technology-infused interactive learning environments on college professors’ instructional decisions and practices", "creators": [ { "creatorType": "author", "firstName": "Chamathca", "lastName": "Kuda-Malwathumullage" } ], "abstractNote": "", "publicationTitle": "Theses and Dissertations", "publisher": "", "place": "", "date": "2015-01-01", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ir.uiowa.edu/etd/1867", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "WHUPE5BC", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/WHUPE5BC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/WHUPE5BC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Van Horne et al.", "parsedDate": "2014-03-01", "numChildren": 0 }, "data": { "key": "WHUPE5BC", "version": 20, "itemType": "journalArticle", "title": "Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms", "creators": [ { "creatorType": "author", "firstName": "Sam", "lastName": "Van Horne" }, { "creatorType": "author", "firstName": "Cecilia Titiek", "lastName": "Murniati" }, { "creatorType": "author", "firstName": "Kem", "lastName": "Saichaie" }, { "creatorType": "author", "firstName": "Maggie", "lastName": "Jesse" }, { "creatorType": "author", "firstName": "Jean C.", "lastName": "Florman" }, { "creatorType": "author", "firstName": "Beth F.", "lastName": "Ingram" } ], "abstractNote": "This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors interacted in these new learning spaces and (2) improving faculty development to ensure that instructors could design and implement effective learning activities in the TILE environment.", "publicationTitle": "New Directions for Teaching and Learning", "publisher": "", "place": "", "date": "March 1, 2014", "volume": "2014", "issue": "137", "section": "", "partNumber": "", "partTitle": "", "pages": "17-26", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "New Directions for Teaching and Learning", "DOI": "10.1002/tl.20082", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1002/tl.20082/abstract", "accessDate": "2016-02-15T22:08:03Z", "PMID": "", "PMCID": "", "ISSN": "1536-0768", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2014 Wiley Periodicals, Inc.", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "AZ3NXRBF", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/AZ3NXRBF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/AZ3NXRBF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Germany, Lisa", "parsedDate": "2014-08-13", "numChildren": 0 }, "data": { "key": "AZ3NXRBF", "version": 20, "itemType": "bookSection", "title": "Learning Space Evaluations ? Timing, Team, Techniques", "creators": [ { "creatorType": "author", "name": "Germany, Lisa" } ], "abstractNote": "", "bookTitle": "The Future of Learning and Teaching in Next Generation Learning Spaces", "series": "International Perspectives on Higher Education Research", "seriesNumber": "12", "volume": "12", "numberOfVolumes": "0", "edition": "", "date": "August 13, 2014", "publisher": "Emerald Group Publishing Limited", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "267-288", "ISBN": "", "DOI": "", "citationKey": "", "url": "http://www.emeraldinsight.com/doi/abs/10.1108/S1479-362820140000012018", "accessDate": "2016-02-15T22:03:05Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Learning Space Evaluations ?", "language": "", "libraryCatalog": "emeraldinsight.com (Atypon)", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "QA9J53R9", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/QA9J53R9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/QA9J53R9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Fraser, Kym", "parsedDate": "2014-08-13", "numChildren": 0 }, "data": { "key": "QA9J53R9", "version": 20, "itemType": "bookSection", "title": "The Future of Research in Next Generation Learning Spaces", "creators": [ { "creatorType": "author", "name": "Fraser, Kym" } ], "abstractNote": "", "bookTitle": "The Future of Learning and Teaching in Next Generation Learning Spaces", "series": "International Perspectives on Higher Education Research", "seriesNumber": "12", "volume": "12", "numberOfVolumes": "0", "edition": "", "date": "August 13, 2014", "publisher": "Emerald Group Publishing Limited", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "319-339", "ISBN": "", "DOI": "", "citationKey": "", "url": "http://www.emeraldinsight.com/doi/abs/10.1108/S1479-362820140000012022", "accessDate": "2016-02-15T22:00:41Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "emeraldinsight.com (Atypon)", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "VX3654WH", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/VX3654WH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/VX3654WH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Bligh and Pearshouse", "parsedDate": "2011", "numChildren": 0 }, "data": { "key": "VX3654WH", "version": 20, "itemType": "bookSection", "title": "Doing Learning Space Evaluations", "creators": [ { "creatorType": "author", "firstName": "Brett", "lastName": "Bligh" }, { "creatorType": "author", "firstName": "Ian", "lastName": "Pearshouse" }, { "creatorType": "editor", "firstName": "Anne", "lastName": "Boddington" }, { "creatorType": "editor", "firstName": "Jos", "lastName": "Boys" } ], "abstractNote": "In this chapter we argue that evaluating learning spaces is a valuable activity that can generate operational insights into how physical space affects learning, and can thus feed into processes of learning space design. The broader context is a desire to improve learning by designing better spaces within post-compulsory education.", "bookTitle": "Re-Shaping Learning: A Critical Reader", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2011", "publisher": "SensePublishers", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "3-18", "ISBN": "978-94-6091-609-0", "DOI": "", "citationKey": "", "url": "http://link.springer.com/chapter/10.1007/978-94-6091-609-0_1", "accessDate": "2016-02-15T21:47:41Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "©2011 Sense Publishers", "extra": "DOI: 10.1007/978-94-6091-609-0_1", "tags": [ { "tag": "Learning & Instruction", "type": 1 } ], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "XV2T5BGI", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/XV2T5BGI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/XV2T5BGI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Roehrig and Erber", "numChildren": 0 }, "data": { "key": "XV2T5BGI", "version": 20, "itemType": "journalArticle", "title": "Shared access to computers promotes group interaction in an active learning classroom", "creators": [ { "creatorType": "author", "firstName": "Kimberley J.", "lastName": "Roehrig" }, { "creatorType": "author", "firstName": "Wendy N.", "lastName": "Erber" } ], "abstractNote": "Active, collaborative learning offers advantages over traditional instruction across a broad range of\ndisciplines. Recently, classrooms have been redesigned in order to better promote group\ninteraction and discussion, with de-emphasis of the front of the classroom, students being arranged\nin small groups, and ubiquitous presence of technology. Student tutorials were held in an active\nlearning space designed for students studying biomedical science. A unique feature of the space\nwas that it had two computer configurations installed: some desks were configured with one\ncomputer per student while others had a shared configuration of one computer per three students.\nThe presence of two different configurations in the same space allowed a single cohort of students,\nall learning the same material and with the same teachers, to experience both configurations and\nmake direct comparisons. Staff and student opinions were gathered by anonymous survey.\nStudent preferences for computing configuration were divided. Students who preferred one\ncomputer per student reported that this enabled faster completion of set class activities. Students\nwho preferred the shared computer configuration stated improved learning, better engagement and\nmore group cohesion. Overall, both teachers and students found that the active learning classroom\npromoted engagement and group interaction. These observations support previous studies that\nfound active learning classrooms and computer sharing among students leads to better group\ninteraction and outcomes. Shared computer facilities can promote group interaction and may lead\nto better outcomes for learners. These results may be of interest to universities or schools\ndesigning educational facilities to promote group learning.", "publicationTitle": "", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ctl.curtin.edu.au/events/conferences/tlf/tlf2015/refereed/roehrig.pdf", "accessDate": "2016-02-12T18:03:14Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "3R8QQ7CU", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/3R8QQ7CU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/3R8QQ7CU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Perks", "numChildren": 0 }, "data": { "key": "3R8QQ7CU", "version": 20, "itemType": "journalArticle", "title": "What Makes a Classroom an Effective Learning Environment?", "creators": [ { "creatorType": "author", "firstName": "Tom", "lastName": "Perks" } ], "abstractNote": "No abstract.", "publicationTitle": "", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.uleth.ca/teachingcentre/what-makes-classroom-effective-learning-environment", "accessDate": "2016-02-12T18:03:14Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "GBPH399T", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/GBPH399T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/GBPH399T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "MONTIERO", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "GBPH399T", "version": 20, "itemType": "thesis", "title": "Preparing Faculty to Teach in an Active Learning Classroom", "creators": [ { "creatorType": "author", "firstName": "ALECIA B.", "lastName": "MONTIERO" } ], "abstractNote": "Active learning, an instructional method that engages students in the learning\nprocess, is becoming more common in higher education (Prince, 2004). This method\ncan be implemented in a traditional lecture \nhall or a room designed specifically for active\nlearning, but these teaching strategies are a shift for most faculty members away from\nsage-on-the-stage lectures and exams. As a result, faculty development has become a\nnew challenge for some, as active learning teaching strategies are becoming more\npopular in some schools.\nThe purpose of this research was to explore what other universities are doing to\nhelp prepare their faculty for teaching in an active learning classroom. Data were\ncollected through semi-structured interviews with six universities about their\nexperiences with faculty training on pedagogy and technology for active learning. The\ngoal was to discover what commonalities might exist, along with any outliers, and to\ndevelop recommendations for schools developing active learning training.", "thesisType": "", "university": "University of Florida", "place": "", "date": "2012", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/activelearning/monteiro_Dissertation.pdf", "accessDate": "2016-02-12T18:02:02Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "4JGG3HVZ", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/4JGG3HVZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/4JGG3HVZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Fraser", "parsedDate": "2014", "numChildren": 0 }, "data": { "key": "4JGG3HVZ", "version": 20, "itemType": "bookSection", "title": "The Future of Research in Next Generation Learning Spaces", "creators": [ { "creatorType": "author", "firstName": "Kym", "lastName": "Fraser" } ], "abstractNote": "", "bookTitle": "The Future of Learning and Teaching in Next Generation Learning Spaces (International Perspectives on Higher Education Research, Volume 12) Emerald Group Publishing Limited", "series": "", "seriesNumber": "", "volume": "12", "numberOfVolumes": "", "edition": "", "date": "2014", "publisher": "", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "319–339", "ISBN": "", "DOI": "", "citationKey": "", "url": "http://www.emeraldinsight.com/doi/pdf/10.1108/S1479-362820140000012022", "accessDate": "2016-02-12T18:02:02Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "MBDU53PI", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/MBDU53PI", "type": "application/json" }, "alternate": { "href": 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"publisher": "", "place": "", "date": "2015", "volume": "45", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "537–556", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/0305764X.2014.998624", "accessDate": "2016-02-12T18:02:02Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "SSNKVQ8S", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/SSNKVQ8S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/SSNKVQ8S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Ochola and Achrazoglou", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "SSNKVQ8S", "version": 20, "itemType": "journalArticle", "title": "Maximizing Opportunities: Smart Learning Spaces, Smarter Interactions and Collaboration", "creators": [ { "creatorType": "author", "firstName": "J. Evans", "lastName": "Ochola" }, { "creatorType": "author", "firstName": "G. John", "lastName": "Achrazoglou" } ], "abstractNote": "The article exploresthe implications of pedagogical conceptual frameworks on classroom designand gains that\ncome from flexible settings. Classroom spaces are not ends in themselves, but rather are means for achieving\nessential learning objectives and learning outcomes. It is necessary to strive for a model that is inclusive to\ninfuse variety into teaching and learning strategies. The optimal hybrid models embrace and expand ways to\nresearch learning and establish accountability. The hybrid blended learning spaces tend to bridge the gap\nbetween physical and virtual learning spaces.", "publicationTitle": "Journal of Education and Human Development", "publisher": "", "place": "", "date": "2015", "volume": "4", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "121–132", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://jehdnet.com/journals/jehd/Vol_4_No_1_March_2015/12.pdf", "accessDate": "2016-02-12T18:00:26Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Maximizing Opportunities", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "WVN8PT9U", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/WVN8PT9U", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/WVN8PT9U", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Lasry et al.", "parsedDate": "2014-05-21", "numChildren": 0 }, "data": { "key": "WVN8PT9U", "version": 20, "itemType": "journalArticle", "title": "When teacher-centered instructors are assigned to student-centered classrooms", "creators": [ { "creatorType": "author", "firstName": "Nathaniel", "lastName": "Lasry" }, { "creatorType": "author", "firstName": "Elizabeth", "lastName": "Charles" }, { "creatorType": "author", "firstName": "Chris", "lastName": "Whittaker" } ], "abstractNote": "Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher’s epistemic beliefs about learning and teaching (traditional or teacher-centered versus student-centered pedagogies). We compare two types of pedagogical approaches and two types of classroom settings through a quasiexperimental 2×2 factorial design. We collected data from 214 students registered in eight sections of an introductory calculus-based mechanics course given at a Canadian publicly funded two-year college. All students were given the Force Concept Inventory at the beginning and at the end of the 15-week-long course. We then focused on six teachers assigned to teach in the student-centered classroom spaces. We used qualitative observations and the Approaches to Teaching Inventory (ATI), a self-reported questionnaire, to determine the teachers’ epistemic beliefs (teacher-centered or student-centered) and how these beliefs affected their use of the space and their students’ conceptual learning. We report four main findings. First, the student-centered classroom spaces are most effective when used with student-centered pedagogies. Second, student-centered classrooms are ineffective when used with teacher-centered pedagogies and may have negative effects for students with low prior knowledge. Third, we find a strong correlation between six instructors’ self-reported epistemic beliefs of student centeredness and their classes’ average normalized gain (r=0.91; p=0.012). Last, we find that some instructors are more willing to adopt student-centered teaching practices after using student-centered classroom spaces. These data suggest that student-centered classrooms are effective only when instructors’ epistemic framework of teaching and learning is consistent with a student-centered pedagogy. However, the use of the student-centered classrooms may change instructors’ epistemic frameworks over time. Further research should focus on how to better support teachers with shifting epistemic frameworks as well as helping students with lower prior knowledge in student-centered classroom spaces.", "publicationTitle": "Physical Review Special Topics - Physics Education Research", "publisher": "", "place": "", "date": "May 21, 2014", "volume": "10", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "010116", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Phys. Rev. ST Phys. Educ. Res.", "DOI": "10.1103/PhysRevSTPER.10.010116", "citationKey": "", "url": "http://link.aps.org/doi/10.1103/PhysRevSTPER.10.010116", "accessDate": "2016-02-15T22:11:05Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "APS", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "SPARNKUG", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/SPARNKUG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/SPARNKUG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Jamieson", "parsedDate": "2003-05-01", "numChildren": 0 }, "data": { "key": "SPARNKUG", "version": 20, "itemType": "journalArticle", "title": "Designing more effective on‐campus teaching and learning spaces: a role for academic developers", "creators": [ { "creatorType": "author", "firstName": "Peter", "lastName": "Jamieson" } ], "abstractNote": "Teaching and learning on campus takes place within specific physical settings that are integral to the process. The traditional, teacher‐centred and didactic instruction of universities has been embedded in the constructed environment of the campus, particularly the lecture theatres and other formal classrooms. However, these same facilities now threaten to impede the implementation of more student‐centred and flexible learning approaches being introduced in higher education worldwide. Recent attempts to create new teaching and learning facilities on university campuses have often resulted in celebrated architecture that has proved to be educationally problematic. What types of physical settings are required to support the teaching and learning processes emerging in higher education? This paper draws on the author's work in the field, and argues that academic developers have a key role to play in assisting universities to engage effectively in the design and development of more effective teaching and learning facilities.", "publicationTitle": "International Journal for Academic Development", "publisher": "", "place": "", "date": "May 1, 2003", "volume": "8", "issue": "1-2", "section": "", "partNumber": "", "partTitle": "", "pages": "119-133", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/1360144042000277991", "citationKey": "", "url": "http://dx.doi.org/10.1080/1360144042000277991", "accessDate": "2016-02-15T22:08:47Z", "PMID": "", "PMCID": "", "ISSN": "1360-144X", "archive": "", "archiveLocation": "", "shortTitle": "Designing more effective on‐campus teaching and learning spaces", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "7CU22JCB", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/7CU22JCB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/7CU22JCB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Brooks and Solheim", "parsedDate": "2014-03-01", "numChildren": 0 }, "data": { "key": "7CU22JCB", "version": 20, "itemType": "journalArticle", "title": "Pedagogy Matters, Too: The Impact of Adapting Teaching Approaches to Formal Learning Environments on Student Learning", "creators": [ { "creatorType": "author", "firstName": "D. Christopher", "lastName": "Brooks" }, { "creatorType": "author", "firstName": "Catherine A.", "lastName": "Solheim" } ], "abstractNote": "This chapter reveals how thoughtful course redesign that specifically addresses the physical environment of a learning space can significantly improve student learning.", "publicationTitle": "New Directions for Teaching and Learning", "publisher": "", "place": "", "date": "March 1, 2014", "volume": "2014", "issue": "137", "section": "", "partNumber": "", "partTitle": "", "pages": "53-61", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "New Directions for Teaching and Learning", "DOI": "10.1002/tl.20085", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1002/tl.20085/abstract", "accessDate": "2016-02-15T21:49:08Z", "PMID": "", "PMCID": "", "ISSN": "1536-0768", "archive": "", "archiveLocation": "", "shortTitle": "Pedagogy Matters, Too", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2014 Wiley Periodicals, Inc.", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "8WEJT39W", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/8WEJT39W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/8WEJT39W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Healey", "parsedDate": "2005", "numChildren": 0 }, "data": { "key": "8WEJT39W", "version": 20, "itemType": "journalArticle", "title": "Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning", "creators": [ { "creatorType": "author", "firstName": "Mick", "lastName": "Healey" } ], "abstractNote": "Much of the international debate about the relationship between research and\nteaching is characterised by difference. Individuals vary widely in their views about the nature of the linkage. Some believe that “university research often detracts from the quality of teaching” (Pocklington and Tupper 2002: 7), while others argue that “courses taught by those at the cutting edge of research will necessarily be of higher quality than those taught by those merely using the research results of others – whatever the apparent quality of their style of delivery” (Lee 2004: 9). These strong\nviews in part reflect the importance of linking research and teaching in the identity of many academics (Henkel 2000). The research evidence also varies, at least in its interpretation. For example, Hattie and Marsh (1996) found no significant relationship between research productivity and teaching effectiveness; on the other hand, “there is clear evidence from a range of studies in different types of institutions of students valuing learning in a research-based environment” (Jenkins 2004: 29). Given these differences, it is hardly surprising that a number of myths have developed about the nature of the research-teaching nexus (Hughes chapter 1).", "publicationTitle": "Reshaping the university: new relationships between research, scholarship and teaching", "publisher": "", "place": "", "date": "2005", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "67–78", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.465.7761&rep=rep1&type=pdf", "accessDate": "2016-02-12T18:32:12Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "2A5TZIWK", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/2A5TZIWK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/2A5TZIWK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Jamieson*", "parsedDate": "2003", "numChildren": 0 }, "data": { "key": "2A5TZIWK", "version": 20, "itemType": "journalArticle", "title": "Designing more effective on-campus teaching and learning spaces: A role for academic developers", "creators": [ { "creatorType": "author", "firstName": "Peter", "lastName": "Jamieson*" } ], "abstractNote": "", "publicationTitle": "International Journal for Academic Development", "publisher": "", "place": "", "date": "2003", "volume": "8", "issue": "1-2", "section": "", "partNumber": "", "partTitle": "", "pages": "119–133", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/1360144042000277991", "accessDate": "2016-02-12T18:32:12Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Designing more effective on-campus teaching and learning spaces", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "7VBD8NBA", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/7VBD8NBA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/7VBD8NBA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "parsedDate": "2012-01-25", "numChildren": 0 }, "data": { "key": "7VBD8NBA", "version": 20, "itemType": "webpage", "title": "The Effect of Active Learning Spaces on Professors' Instructional Practices | Online Learning Consortium, Inc", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "2012-01-25T00:00:00Z", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://olc.onlinelearningconsortium.org/conference/2013/et4online/effect-active-learning-spaces-professors-instructional-practices", "accessDate": "2016-02-12T18:24:57Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [ "Q6EHJGT3" ], "relations": {}, "dateAdded": "2016-03-01T04:26:28Z", "dateModified": "2016-03-01T04:26:28Z" } }, { "key": "IV2I973B", "version": 20, "library": { "type": "group", "id": 479246, "name": "GMU-CTFE", "links": { "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/479246/items/IV2I973B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/gmu-ctfe/items/IV2I973B", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2818830, "username": "j.gibsoniv", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/j.gibsoniv", "type": "text/html" } } }, "creatorSummary": "Determan et al.", "numChildren": 0 }, "data": { "key": "IV2I973B", "version": 20, "itemType": "journalArticle", "title": "Learning Space Design for the Ethnically Diverse Undergraduate Classroom", "creators": [ { "creatorType": "author", "firstName": "James", "lastName": "Determan" }, { "creatorType": "author", "firstName": "FAIA Hord Coplan", "lastName": "Macht" }, { "creatorType": "author", "firstName": "Mary Anne", "lastName": "Akers" }, { "creatorType": "author", "firstName": "Christine", "lastName": "Hohmann" }, { "creatorType": "author", "firstName": "Catherine", "lastName": "Martin-Dunlop" } ], "abstractNote": "The purpose of this study is to examine to what extent the design of the physical learning space contributes to enhanced learning outcomes in an undergraduate, active learning class of ethnically diverse students. The study presents findings of data collected from t0wo classrooms, where the course content, instructor, pedagogy and diverse student demographic characteristics are held constant, but the physical design of each space varies- one is a traditional, desks in rows, classroom and the other is an active learning, technology enhanced classroom. 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