Special Education and Communication Disorders, Department of
Department of Special Education and Communication Disorders: Faculty Publications
Accessibility Remediation
If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.
ORCID IDs
Dietsch 0000-0003-4554-5365
Document Type
Article
Date of this Version
2022
Citation
Journal of Learning Spaces (2022) 11(1)
Abstract
The goal of this study was to contribute to research on active learning by addressing the problem of disentangling the effects of classroom architecture, student characteristics, and pedagogical design as they relate to student achievement. The study utilized a quasi-experimental design where data was collected on student perceptions of their classroom, their experience in the course, and the pedagogy of the instructor, then analyzed with respect to the course grade. Results indicate that neither student perceptions of the classroom spaces nor the spaces themselves had an impact on course grade, but the pedagogy employed by the instructor and student experiences did.
Comments
Open access
License: CC-BY