The Room Itself Is Active: How Classroom Design Impacts Student Engagement

Journal of Learning Spaces Volume 6, Number 1. 2017 ISSN 21586195 The Room Itself Is Active: How Classroom Design Impacts Student Engagement Melissa L. Rands Ann M. Gansemer-Topf Minneapolis College of Art and Design Iowa State University 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. In the years since Chickering and Gamson’s (1987) engagement and offer suggestions for improving the influential article Seven Principles for Good Practice in redesign and implementation of active learning classrooms. Undergraduate Education, active learning has become an In addition, this case study highlights the importance of integral part of the student learning experience (Kuh, Kinzie, conducting assessment on classroom redesign initiatives. Schuh, Whitt & Assoc., 2010). Changes in student expectations and attitudes, as well as research Review of Literature demonstrating the relationship between active engagement and student learning (Prince, 2004), have challenged To better understand this study, this section provides a institutions to reconsider their design of classroom spaces definition of active learning and highlights research on the (Oblinger, 2006). The “traditional” college classroom, with a relationship between classroom spaces and student fixed, lecture-style configuration, does not match what we engagement. know about how students learn nor how students expect to Active Learning learn (Oblinger). As result, many colleges and universities around the country are committing resources to redesign Bonwell and Eison (1991) defined active learning as any classroom spaces to promote active, participatory, learning strategy that involves “students doing things, and experiential learning (Harvey & Kenyon, 2013). thinking about the things they are doing” (p. 2). Iowa State University (ISU) recently devoted resources Characteristics of active learning strategies include: students from three campus departments (Center for Excellence in are involved in more than listening, are encouraged to share Teaching and Learning, Facilities Planning and thoughts and values, and are asked to engage in higher- Management, and Instructional Technology Services) to order thinking such as analysis and synthesis rather than transform one classroom into an active learning classroom memorization (Bonwell & Eison). Instructional strategies (Rosacker, 2012). Although institutions have been working that promote active learning include small group discussion, to redesign their classroom spaces (Educause, 2010) few peer questioning, cooperative learning, problem-based institutions are engaging in assessment processes that learning, simulations, journal writing, and case-study evaluate if the purposes of these redesigns are achieved. teaching, among others (Barkley, 2010; Prince, 2004). The purpose of this qualitative case study was to Edgerton (1997) refers to active learning strategies as investigate how an active learning classroom (ALC) at ISU “pedagogies of engagement” (p. 36); practices that influenced student engagement. Using Barkley’s (2010) encourage greater understanding and transfer of classroom-based model of student engagement, the findings knowledge. provide insights on how classroom design affords student Meta analyses of research studies from the learning sciences and educational psychology have demonstrated that active learning approaches, in comparison to more Melissa L. Rands is the Assistant Director of Assessment at the passive, teaching-center approaches, lead to greater Minneapolis College of Art and Design. engagement that subsequently lead to increased student learning (see, for example: Freeman et al., 2014; Hake, 1997; Ann M. Gansemer-Topf is an Assistant Professor in Higher Education in the School of Education at Iowa State University. Michael, 2006; Prince, 2004). Because classroom design is a 26 THE ROOM ITSELF IS ACTIVE: HOW CLASSROOM DESIGN IMPACTS STUDENT ENGAGEMENT significant factor that can either hinder or promote this van der Zanden, 2012), and aesthetics (Janowska & Atlay, engagement, this study examined the relationship of 2007). The richness of studies such as these illustrate how classroom design and engagement. classroom affordances can positively support classroom practices by enhancing student engagement in the learning Classroom Space and its Effect on Engagement process. Through the lens of a classroom-based model of student Mohanan (2002; 2000) refers to classroom design as “built engagement in one redesigned active learning classroom at pedagogy”, or the design of the classroom space is a physical ISU, this study contributes to the literature by providing manifestation of educational theories, philosophies, and understanding of how the designed environment affords values. He states, “Given the premise that built learning behaviors and teaching practices that promote environments enable and constrain certain modes of social student engagement in learning. action and interaction, educational structures embody curricula and values by design (2000; p. 1).” Theoretical Framework Within a classroom design, constructs known as affordances are created that enable or constrain engagement. Barkley’s (2010) classroom-based model of student An affordance refers to the perceived and actual properties engagement provides the theoretical framework for this of objects or environments that determine how the object or study. Barkley defines student engagement as “a process environment could be used (Gibson, 1979; Norman, 2002). and a product that is experienced on a continuum and Affordances are resources within an environment to those results from the synergistic interaction between motivation who perceive and use them (Norman). For example, and active learning” (p. 8). Barkley states classrooms movable chairs afford students the ability to group closer environments create synergy between active learning and together for collaborative work or discussion. Within the motivation by (a) “creating a sense of classroom context of this study, it is assumed that the designed, community”, (b) “helping students work at their optimal physical environment of the ALC provides affordances for level of challenge”, and (c) “teaching so that students learn learning behaviors and pedagogical practices that support holistically” (pp. 24-38). Therefore, attention was paid to student engagement in the learning process. how the classroom design affords behaviors and conditions Previous research has investigated classroom design and that promote student engagement. its relationship with student learning, including the effect of open learning spaces (Barber, 2006; Graetz & Goliber, 2002; Methods Hunley and Schaller, 2006), flexible seating and writing surfaces (Lombardi and Wall, 2006; Sanders, 2013), the This qualitative case study assessment is a theoretically- integration of technological learning tools (Brewe, Kramer, based, utilization-focused cross-sectional design that & O’Brien, 2009; Educause, 2012; Sidall, 2006; Whiteside & collected data on classroom use and perceived effectiveness Fitzgerald, 2005), lighting (Sleeters, Molenaar, Galetzka, & (Fitzpatrick, Sanders, & Worthen, 2011). The study was approved by the Institutional Review Board. Figure 1: ALC Before and After. ALC prior to redesign (left) and after (right). In the redesigned classroom image, the movable chairs are arranged in small group format; portable white boards are placed on the chairs to be used as table tops for small group work. Copyright 2014 Iowa State University. Reprinted with permission. Journal of Learning Spaces, 6(1), 2017. 27 THE ROOM ITSELF IS ACTIVE: HOW CLASSROOM DESIGN IMPACTS STUDENT ENGAGEMENT Figure 2: Three Views of ALC. Three views of the redesigned ALC. Left image: the classroom in small group format, from front of the room. Middle image: small group format from the rear of the room. Right image: row seating format from the front of the room. Copyright 2014 Iowa State University. Reprinted with permission. semi-structured interview questions regarding their The study focused on a classroom at ISU that was interactions with students, to reflect upon specific examples redesigned from a ‘traditional’ classroom, with a fixed of incorporating the physical attributes of the classroom in seating configuration and no classroom technology, into to a their lessons, and their perceptions on students’ flexible layout and seating configurations and added engagement. Data were collected from students via three technology to enhance student learning. The ALC was focus groups. Students were asked semi-structured designed specifically for active, collaborative learning questions regarding their interaction with others, with the including portable white boards, supplemental computer physical and technological attributes of the classroom, and monitors, and flexible seating to accommodate small group, their perceptions of their own motivation

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