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Active Learning Environments

Journals

Articles/Book Chapters

  • Brooks, D. C. (2012). Space and consequences: the impact of different formal learning spaces on instructor and student behavior.  Journal of Learning Spaces, 2 (1). Retrieved from http://libjournal.uncg.edu/jls/article/view/285/282.
  • Brooks, D. C. and Solheim, C. A. (2014). Pedagogy matters, too: the impact of adapting teaching approaches to formal learning environments on student learning.  New Directions for Teaching and Learning, 137, 53-61.
  • Brooks, D.C. (2010). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology. doi:10.1111/j.1467-8535.2010.01098.x
  • Cotner, S., Loper, J., Walker, J. D., and Brooks, D. C. (2013).  “It’s not you, it’s the room” – are the high-tech, active learning classrooms worth it?  Journal of College Science Teaching, 42(6), 82-88.
  • Matching Instructors and Spaces of Learning: The impact of space on behavioral, affective, and cognitive learning. (2015). Journal of Learning Spaces 4 (1), 1-16.
  • Olsen, T., & Guffey, S. (2016). Intentional Process for Intentional Space: Higher Education Classroom Spaces for Learning. Journal of Learning Spaces, 5(1), 41-51.
  • Painter, S., Fournier, J., Grape, C., Grummon, P., Morelli, J., Whitmer, S, & Cevetello, J. (2013). Research on Learning Space Design: Present State, Future Directions. Society for College and University Planning.
  • Stoltzfus, J.R., & Libarkin, J. (2016). Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces. CBE Life Sci. Educ., 15, 4. doi: 10.1187/cbe.16-03-0126
  • Walker, J.D., Brooks, C.D., & Baepler, P. (2011). Pedagogy and Space: Empirical Research on New Learning Environments. EDUCAUSE Quarterly, 34(4).
  • Whitesides, A., Brooks, C. D., & Walker, J. (2010). Making the Case for Space: Three Years of Empirical Research on Learning Environments. EDUCAUSE Review.
  • Wieman, C. (2016). Observation guide for active-learning classroom. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/resources/files/Active-learning-class-observation-guide_Wieman.pdf
  • When teacher-centered instructors are assigned to student-centered classrooms
    https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fjournals.aps.org%2Fprper%2Fabstract%2F10.1103%2FPhysRevSTPER.10.010116&data=01%7C01%7Cjpelleg1%40kent.edu%7Cc0ec65a2192a47ef2a7708d4780f7895%7Ce5a06f4a1ec44d018f73e7dd15f26134%7C1&sdata=ueP6UmUVCBzV3b2AoUjJjxsArZV7nDCwXzz1Yye9jik%3D&reserved=0
    "These data suggest that student-centered classrooms are effective only when instructors’ epistemic framework of teaching and learning is consistent with a student-centered pedagogy."

Books

  • Brooks, D. C., Walker, J. D. and Baepler, P. (2014). New Directions for Teaching and Learning, 2014: 1–8. doi:10.1002/tl.20080
  • Baepler, P. Walker, J. D., Brooks, D. C., Saichaie, K., & Petersen, C. (2016). A guide to teaching in the active learing classroom: History, research, and practice. Sterling, VA: Stylus.

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