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The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education : = A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education :/
Reminder of title:	A Case Study.
Author:	Alreiahi, Nadeyah J.
Description:	1 online resource (204 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
Contained By:	Dissertations Abstracts International82-10A.
Subject:	Technology education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28392191click for full text (PQDT)
ISBN:	9798569998555

The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education : = A Case Study.
Alreiahi, Nadeyah J.

The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education :A Case Study. - 1 online resource (204 pages)

Source: Dissertations Abstracts International, Volume: 82-10, Section: A.

Thesis (Ph.D.)--Ohio University, 2020.

Includes bibliographical references

To date, numerous institutions have transformed traditional lecture halls into technology-enabled active learning classrooms (TEALC) to adapt to the educational notion of "active learning" (AL). To investigate what occurs and how TEALCs are being used for teaching and learning, one of these spaces was evaluated in a Midwestern University. The purpose of this single case study is to understand why and how instructors use these spaces and these technologies to help facilitate AL. It will help shed light on ways of using these spaces as well as different teaching strategies that help create an engaging learning environment. Six instructors' perceptions were investigated by collecting interviews, observations, and artifacts. The data was analyzed using NVivo software. Findings indicated that instructors were at ease when using these spaces and found that it shifted the teaching paradigm from an instructor-focused classroom to a more student-centered classroom. Findings also revealed that these spaces enhanced group activities, discussions, and student interactions. Barriers were also identified while using these spaces, such as large classroom sizes, insufficient time, and technology failure. Finally, the findings aid to further inform the administrators of practical training and professional development for future instructors in higher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798569998555Subjects--Topical Terms:

3423978
Technology education.
Subjects--Index Terms:

Active learningIndex Terms--Genre/Form:

542853
Electronic books.

The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education : = A Case Study.
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520 $a To date, numerous institutions have transformed traditional lecture halls into technology-enabled active learning classrooms (TEALC) to adapt to the educational notion of "active learning" (AL). To investigate what occurs and how TEALCs are being used for teaching and learning, one of these spaces was evaluated in a Midwestern University. The purpose of this single case study is to understand why and how instructors use these spaces and these technologies to help facilitate AL. It will help shed light on ways of using these spaces as well as different teaching strategies that help create an engaging learning environment. Six instructors' perceptions were investigated by collecting interviews, observations, and artifacts. The data was analyzed using NVivo software. Findings indicated that instructors were at ease when using these spaces and found that it shifted the teaching paradigm from an instructor-focused classroom to a more student-centered classroom. Findings also revealed that these spaces enhanced group activities, discussions, and student interactions. Barriers were also identified while using these spaces, such as large classroom sizes, insufficient time, and technology failure. Finally, the findings aid to further inform the administrators of practical training and professional development for future instructors in higher education.
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