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Learning Environments Research

Erschienen in:

10.08.2018 | Original Paper

An examination of the mediating role of learning space design on the relation between instructor effectiveness and student engagement

verfasst von: Christopher L. Thomas, Gary M. Pavlechko, Jerrell C. Cassady

Erschienen in: Learning Environments Research | Ausgabe 1/2019

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Abstract

Ball State University re-designed five classrooms—as part of an Interactive Learning Space (ILS) Initiative—to provide educators with learning spaces that could be used to implement and assess the effectiveness of student-centred instructional practices. The purpose of the current investigation was to explore how pedagogy implemented within ILSs influenced student outcomes. Participants responded to questionnaires assessing perceived instructor effectiveness, perceived influence of ILS design on educational practices, academic engagement, and initial impressions of the learning spaces. The relationship between instructor effectiveness and academic engagement was partially mediated by the influence that interactive learning spaces exerted on the types of activities implemented during course sessions. Additionally, we identified two ILSs that differentially influenced levels of academic engagement reported by learners. The characteristics of ILSs that facilitate the implementation of effective instructional practices and promote positive student outcomes are discussed.

Vorheriger Artikel Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach

Nächster Artikel Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics

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Titel: An examination of the mediating role of learning space design on the relation between instructor effectiveness and student engagement
verfasst von: Christopher L. Thomas
Gary M. Pavlechko
Jerrell C. Cassady
Publikationsdatum: 10.08.2018
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 1/2019
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-018-9270-4

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