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Article
The Room Itself Is Active: How Classroom Design Impacts Student Engagement
Journal of Learning Spaces
  • Melissa L Rands, Minneapolis College of Art and Design
  • Ann M Gansemer-Topf, Iowa State University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2017
Abstract
A responsive case study evaluation approach utilizing interviews and focus groups collected student and faculty perspectives on examined how instructors and students utilized a newly redesigned active learning space at Iowa State University and the relationship of this design with environmental and behavioral factors of student engagement. The findings demonstrate how classroom design affords engagement through low-cost learning tools and a flexible, open, student-centered space afforded a variety of active learning strategies. In addition, this case study highlights the importance of conducting assessment on classroom redesign initiatives to justify and improve future classroom spaces.
Comments

This is an article from Journal of Learning Spaces, 6(1) 2017, 26-33.

Rights
This is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Language
en
File Format
application/pdf
Citation Information
Melissa L Rands and Ann M Gansemer-Topf. "The Room Itself Is Active: How Classroom Design Impacts Student Engagement" Journal of Learning Spaces Vol. 6 Iss. 1 (2017) p. 26 - 33
Available at: http://works.bepress.com/ann_gansemer-topf/14/