Instructor Perceptions of a Collaborative Learning Classroom at a Midwest University

Authors

Bradley S. Severa, University of Nebraska-LincolnFollow

Date of this Version

5-2014

Comments

A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning and Teacher Education, Under the Supervision of Professor David Brooks. Lincoln, Nebraska: May, 2014

Copyright (c) 2014 Bradley Severa

Abstract

There is a growing interest in the use of technology in the classroom in a way that is more interactive and engaging than generally has been a part of traditional college instruction. We see this on campuses worldwide. Research suggests that active learning as demonstrated by student engagement increases student learning. While many studies examine the learning outcomes, much less work has been aimed at asking teachers what they think of these approaches. The goal of this study is to sample some instructor’s perceptions of a classroom space designed specifically to utilize technology and to provide a collaborative workspace for both students and teachers. The intent of the study is to help ascertain those features likely to be important creating new spaces for learning. This study explores instructor experiences and perceptions of such a learning space as it was used over the course of an entire semester or longer.

The room technology and design are described in detail. The instructors using the room were interviewed and their perceptions are presented in this case study.

Adviser: David Brooks