Abstract:

This study examines the extent to which classroom structure helps create opportunity for discussion, interaction, engagement, and effective use of instructional technology. Prior research indicates that discussion and interaction are central elements in fostering meaningful exposure to coursework as well as helping students in the course access knowledge and contemplate issues. The research presented here compares a ‘traditional classroom’ with a designed ‘instructional learning space’. Data was collected at the end of the semester through online scaled-questioner surveys and reveals significant differences among the two classrooms in students’ reported interaction and engagement with more slight variation in the effectiveness of instructional technology.

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