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?  

All learning involves activities that encourage us to construct knowledge and understanding. Bonwell and Eison (1991) state that in active learning, students must read, write, discuss, or be engaged in solving problems.  

Studies undertaken in STEM disciplines (science, technology, engineering, mathematics) have indicated that 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,” has been shown to be more effective for student learning and student success than lecturing alone (Freeman et al., 2014).  

While Active Learning approaches can be used in any classroom and any discipline, thoughtfully designed active learning spaces have been shown to facilitate adoption of active learning instruction, which leads to greater student learning (Whiteside, Brooks, & Walker, 2010; Baepler, Walker, & Driessen, 2014).  Classrooms specifically designed to promote these approaches are referred to as Active Learning Spaces.  

What is an Active Learning Space?  

Active Learning Spaces are student-centered and technology-rich. These classroom spaces are designed through collaborations among faculty and staff to support engaged teaching and learning experiences.  

Active Learning Spaces designed for A&S courses often feature  

• interconnected, flexible tables that easily support large and small group work 
• ample writing space through wall-mounted, moveable, and/or desktop white boards that enable students to demonstrate and share their thinking 
• additional microphones support communication across large spaces 
• power and wifi help to facilitate student work 
• multiple displays support all students in accessing shared content, regardless of where they sit in the classroom.  

In Active Learning Spaces, the traditional front-of-room instructor’s podium is no longer the center of instruction. Rather, the design of these spaces facilitates access and inclusion and promotes learning that is student- and group-oriented. These classroom features, taken together, facilitate sharing, problem solving, and group work.  

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).  

Active Learning at UVA

We offer individual and group consultations to support Active Learning implementation. Reach out to us at learningdesign@virginia.edu to schedule a consultation. 

To request an AL classroom, please reach out to your department’s course scheduling personnel. Active Learning Spaces are scheduled in January for Fall courses and in August for Spring courses of the next year. UVAClassrooms maintains a list of all Active Learning rooms at UVA that includes room location, capacity, and features.

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.