Educational Design: Does the Design of a Learning Environment Effect How a Student Learns?

Authors

Terrie Larsen, University of Nebraska-LincolnFollow

Date of this Version

4-28-2022

Citation

Larsen, T. R. (2022). Educational Design: Does the Design of a Learning Environment Effect How a Student Learns? Nebraska.

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 Science, Major: Architecture, Under the Supervision of Professor Lindsey Bahe. Lincoln, Nebraska: March 2022

Copyright © 2022 Terrie R. Perry Larsen

Abstract

New 21^st Century classroom layouts have evolved from the studies of several educational researchers and their findings over the past century. In conjunction with universities across the world, researchers developed progressive outlooks of what the built environment can offer to the newest generation of learners. Their studies have coined several terms such as Active Learning Classrooms (ALC), Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) and Technology Enabled Active Learning (TEAL). These classroom models represent higher learning studies for more effective 21^st century learning environments. Some of the models include a specific style of table and number of chairs, while other layouts favor mobile furniture options and a variation in furniture types. All have found a way to integrate the use of updated technology and whiteboards as well as used the methods of collaborative teaching spaces for more student focused learning environments. This thesis will detail the specific research related to Active Learning Classrooms vs Traditional fixed seating classroom layouts.

Advisor: Lindsey Bahe