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pro vyhledávání: '"D. Christopher Brooks"'
Autor:
D. Christopher Brooks
Publikováno v:
Journal of Learning Spaces, Vol 1, Iss 2 (2012)
This article presents the results of a quasi-experimental research project investigating the impact of two different formal learning spaces – a traditional classroom and a technologically enhanced active learning classroom – on instructor behavio
Externí odkaz:
https://doaj.org/article/dfd0d573a7d9483a8ece326cbdbfe2c4
While Active Learning Classrooms, or ALCs, offer rich new environments for learning, they present many new challenges to faculty because, among other things, they eliminate the room's central focal point and disrupt the conventional seating plan to w
Publikováno v:
Interactive Learning Environments. 31:1623-1635
Active learning classrooms (ALCs) have been demonstrated to have significant and positive impacts on student learning experiences, student learning outcomes, and instructor and student behavior com...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9561d93299eb5071d4f5175a6d1c15a2
https://doi.org/10.1080/10494820.2020.1855206
https://doi.org/10.1080/10494820.2020.1855206
Autor:
D. Christopher Brooks
Publikováno v:
Perspectives on Rethinking and Reforming Education ISBN: 9789811394386
Active learning classrooms (ALCs) are student-centered, technology-rich learning environments that typically feature round or curved tables with moveable seating that facilitate the use of active learning pedagogies. The growing, global popularity of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed346bf4e5f5127af7f1300cd6b212bd
https://doi.org/10.1007/978-981-13-9439-3_3
https://doi.org/10.1007/978-981-13-9439-3_3
Publikováno v:
New Directions for Teaching and Learning. 2014:1-8
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7b36f0f23c73764195775978e280279b
https://doi.org/10.1002/tl.20080
https://doi.org/10.1002/tl.20080
Publikováno v:
New Directions for Teaching and Learning. 2014:53-61
This chapter reveals how thoughtful course redesign that specifically addresses the physical environment of a learning space can significantly improve student learning.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::63ad18f979788fffa6417da2c30eb6a0
https://doi.org/10.1002/tl.20085
https://doi.org/10.1002/tl.20085
Publikováno v:
The American Biology Teacher. 73:222-226
We examined how college students' knowledge of evolution is associated with their self-described religious beliefs and the evolution-related content of their high school biology courses. On average, students entering college know little about evoluti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::14e1a2ee2e751b80b7bb49b7f5124fd2
https://doi.org/10.1525/abt.2011.73.4.7
https://doi.org/10.1525/abt.2011.73.4.7
Autor:
D. Christopher Brooks
Publikováno v:
British Journal of Educational Technology. 42:719-726
The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi-experimental design, researchers partnered with an instructor who taught identical sections of the same course
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2fae04594337bcabd71b577e3f72b856
https://doi.org/10.1111/j.1467-8535.2010.01098.x
https://doi.org/10.1111/j.1467-8535.2010.01098.x
Autor:
D. Christopher Brooks
Publikováno v:
Journal of Political Science Education. 4:286-297
This paper replicates an earlier project that tested the impact of comparative politics courses on students' levels of intercultural sensitivity. Using a standardized instrument, the Intercultural Development Inventory (IDI), I pre- and posttest stud
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::39dbe1f2b21901483e9811ee28de2eb3
https://doi.org/10.1080/15512160802202664
https://doi.org/10.1080/15512160802202664
With the paradigm shift to student-centered learning, the physical teaching space is being examined The configuration of classrooms, the technology within them, and the behaviors they encourage are frequently represented as a barrier to enacting stud