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Record identifier : 569657
Personal Name - Primary Intelectual Responsibility : Lacinski, Thomas
Title and statement of responsibility : A case study investigation of student perceptions of learning in a redesigned research university classroom environment [Thesis]
Publication, Distribution,Etc. : Central Michigan University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , Central Michigan University
Summary or Abstract : Ensuring flexibility and effectiveness in contemporary higher education classrooms have been topics under increasing scrutiny among education researchers. The paradigm shift from teaching to learner-centered environments has reinvigorated interest in identifying the elements that contribute to optimal learning environments. Millennials, the newest generation of college student, bring a number of expectations to contemporary classrooms. Student expectations ranging from collaborative strategies to technological enhancements, highlight the basis for perceptions of this cohort. Learning proponents have focused on collaborative approaches, contending that Millennials respond more effectively with these strategies, especially in the contexts of group engagement and using technology. The purpose of this case study investigation was to examine the combined effects of elements of design, collaborative learning, and changing demographic characteristics of contemporary students, on student perceptions of learning. This investigation explored a learning studio's various components, which included its technology, seating arrangements, and overall ambience, and sought to understand their impacts on contemporary students' perceptions of learning. This investigation was a qualitative inquiry utilizing a case study framework. The setting of this study was a redesigned classroom at a large Midwestern doctoral university. The study relied on three methods of data collection: student interviews, classroom observation, and artifact collection. Data collection extended over a two-month period, in which four classes were observed from the health and human services and education departments. A total of thirteen students participated in the interview process. Artifacts included classroom syllabi, handouts, and photographs. Four themes emerged from the data: (1) elements of classroom design impact perceptions of learning, (2) design impacts collaborative learning activities, (3) use of technology impacts perceptions of learning, and (4) Millennial students acquiescence to faculty direction. These themes underscore the importance of a redesigned learning space on perceptions of learning. Further research is required to understand better the ways in which faulty teaching perspective also influenced the process. This research concluded that room furnishings and design helped to facilitate opportunities for collaborative learning. Students perceived that active learning allowed them to learn materials better and the mere use of tables versus single seats, served to foster the ease of collaboration. The use of technology is desired by Millennial students, but is often still used by faculty in a passive delivery method. Students felt that faculty were not prepared to take advantage of the features of the learning studio and essentially taught as they would in a traditional setting. A redesigned learning studio did not automatically confer a change in teaching methods. As a result, an implication for institutions is the need to provide training for faculty so that they can take advantage of the qualities of an enhanced classroom design..
Topical Name Used as Subject : Design
: Educational technology
: Curriculum development
: Higher education
Information of biblio record : TL
 
 
 
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