Background  

The transition to active learning classrooms and spaces in higher education has gained considerable momentum in recent years. Active learning spaces were identified as a  top strategic technology  in EDUCAUSE’s 2017 survey of higher education information technology leaders. 

What is Active Learning?  

Student learning involves activities that students do to construct knowledge and understanding. They must do more than passive listening in a lecture. Bonwell and Eison (1991) state that in active learning students must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing. Use of these techniques in the classroom is vital because of their powerful impact on student learning. 

What is an Active Learning Space?  

An active learning classroom is student-centered and technology rich. The elements of redesigned learning space are wireless bandwidth, numerous display screens, flexible furniture, varied writing surfaces, throwable microphones and abundant power. 

Active learning spaces feature round or curved tables with moveable seating that allow students to face each other and thus support small-group work. The tables are often paired with their own whiteboards for brainstorming and diagramming (Baepler, et al., 2016). Some spaces also feature multiple displays, allowing instructors and students to project their work from their laptops around the room, and some include microphones for sound projection so that student voices can be heard. Wifi and power are critical for student laptops and smart phones. 

Research on Active Learning  

In the STEM disciplines (science, technology, engineering, mathematics), active learning instruction, defined as practice that “engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert,” is known to be more effective than traditional lecturing for student learning and student success (Freeman et al., 2014). While there is not as much research in the Humanities, it is likely true across all disciplines. Active learning spaces are useful, as research shows that the affordances of these spaces facilitate adoption of active learning instruction, which leads to greater student learning (Whiteside, Brooks, & Walker, 2010; Baepler, Walker, & Driessen, 2014).  

Reserving a Space  

There are 10 active learning classrooms at the University of Virginia. 

This list will specify the location of the room, capacity, and features. 
To schedule a classroom, please email  learningdesign@virginia.edu  

References 

Baepler, P., Walker, J., Brooks, D., Saichaie, K., & Petersen, C. (2016).  A guide to teaching in active learning classrooms: History, research, and practice . Stylus. 

Baepler, P., Walker, J., & Driessen, M. (2014).  It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms .  Computers & Education , 78, 227-236. 

Bonwell, C. C., & Eison, J. A. (1991).  Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports . ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183. 

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.  Proceedings of the National Academy of Sciences ,  111 (23), 8410-8415.