Relevant bibliographies by topics / Classroom learning

Academic literature on the topic 'Classroom learning'

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Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Classroom learning"

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Shan, Qi. "Intelligent Learning Algorithm for English Flipped Classroom Based on Recurrent Neural Network." Wireless Communications and Mobile Computing 2021 (September 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/8020461.

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Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.
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Samanta, Subhamita, and Trina Dwibedi. "Learning by Doing: SMART CLASSROOMS AND e-LEARNING." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2384–90. http://dx.doi.org/10.15864/ijelts.3312.

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This paper is about the much growing technology “SMART CLASSROOMS and e-LEARNING”. The Smart Classroom project explores the challenges and potentials of the Intelligent Environment as a new human-computer interaction paradigm. The Smart Classroom could actively observe, listen and serve the teachers, and teachers can write on a wall-size media-board just by their hands, or use speeches and gestures to conduct the class discussion involving of the distant students. This paper discusses the advantages, disadvantages and main uses of the system.
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Nelson, Peggy B., and Sig Soli. "Acoustical Barriers to Learning." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 356–61. http://dx.doi.org/10.1044/0161-1461.3104.356.

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There are surprisingly large numbers of children with various auditory disorders in the schools. Their classrooms are often noisy, reverberant, and active places of learning. For these children, their auditory problems plus the poor classroom acoustics cause significant learning problems. Poor listening conditions can affect all children, but they affect those with auditory disorders more. Improving classroom acoustics can significantly reduce the negative educational impact of auditory disorders. This article reviews relevant literature on acoustical barriers to successful learning and provides guidance for school personnel making decisions regarding classroom facilities.
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Fawns, Rod, and Jo Salder. "Managing students' learning in classrooms: Reframing classroom research." Research in Science Education 26, no. 2 (June 1996): 205–17. http://dx.doi.org/10.1007/bf02356432.

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Reinders, Hayo, and Phil Benson. "Research agenda: Language learning beyond the classroom." Language Teaching 50, no. 4 (September 14, 2017): 561–78. http://dx.doi.org/10.1017/s0261444817000192.

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Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teachingbeyondthe classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.
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Karthikeyan, Dr J., Dr S. Horizan Prasanna Kumar, Dr Mizanur Rahman, and Dr Por Fei Ping. "Review of Mobile Learning: Digitalization of Classroom." Journal of Advanced Research in Dynamical and Control Systems 11, no. 12-SPECIAL ISSUE (December 31, 2019): 755–61. http://dx.doi.org/10.5373/jardcs/v11sp12/20193274.

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Wallace, Albin. "Social Learning Platforms and the Flipped Classroom." International Journal of Information and Education Technology 4, no. 4 (2014): 293–96. http://dx.doi.org/10.7763/ijiet.2014.v4.416.

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Warawa, Bonnie. "Classroom Inquiry: Learning about Learning." English Journal 77, no. 2 (February 1988): 30. http://dx.doi.org/10.2307/819511.

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Vercellotti, Mary Lou. "Do interactive learning spaces increase student achievement? A comparison of classroom context." Active Learning in Higher Education 19, no. 3 (October 27, 2017): 197–210. http://dx.doi.org/10.1177/1469787417735606.

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Research on interactive learning space classrooms has reported that instructors and students find them engaging, and engagement is expected to increase learning outcomes. Positive findings about interactive classrooms, though, are often confounded with active learning pedagogy since instructors who teach in interactive classrooms tend to also promote active learning pedagogy. More research is needed to tease apart learning gains from the instructional design, classroom context, and the related incorporation of technology. This study examined the relationship between learning gains and classroom context (traditional and interactive learning space) in a pretest/posttest design and reviewed student survey responses about learning experiences. Participants were enrolled in one of two sections of a course. Both groups were taught by the same instructor using active learning pedagogy with the same activities, materials, and assignments. The results showed that classroom context did not result in differences in students learning overall. Some findings pointing to subtle differences, however, indicate that the interactive classroom could have made the classroom instruction more effective and efficient.
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Eickholt, Jesse, Vikas Jogiparthi, Patrick Seeling, Quintrese Hinton, and Matthew Johnson. "Supporting Project-Based Learning through Economical and Flexible Learning Spaces." Education Sciences 9, no. 3 (August 9, 2019): 212. http://dx.doi.org/10.3390/educsci9030212.

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Project-based learning often centers learning experiences around projects and is characterized by the application of knowledge, management of resources, and self-directed learning. In recent years, newer classroom designs have been developed to facilitate communication, classroom interaction and active learning but the cost of such spaces can be prohibitive. Here we present two economical options for flexible learning spaces that support the aims of project-based learning and cost much less than typical active learning classroom models. In a quasi-experimental study, one of our economical active learning environments was paired with a traditional classroom and a prototypical active learning classroom. These learning environments were used in a CS2 course that employed a group-based, active learning pedagogy centered on in-class projects. Students’ perceptions were gathered on the classrooms and their supporting technology. Between the economy and prototypical active learning environment, no significant differences were found in students’ perceptions of the space as it related to collaboration and supporting learning. Results from accompany focus groups indicates that the space was conducive to their learning and helped them engage with peers. These economical and flexible options support the aims of project-based learning at a reduced cost.
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Dissertations / Theses on the topic "Classroom learning"

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Kemp, Hermione. "Exploring a story-based learning design in a grade 4 science and technology classroom." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021017.

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Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
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Chakrvarty, Rupak, and Sukhdeep Kaur. "OpenCourseware: Learning Beyond Classroom." Twenty First Century Publications, Patiala, 2008. http://hdl.handle.net/10150/106151.

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OpenCourseWare is an innovative and bold idea. It aims to support learning and teaching programme significantly. Learning material contained in an OCW provides learners an opportunity to gain knowledge beyond their routine classroom environments. These are in the digital form which can be accessed online, thus breaking the barriers of time and distance. Indian academics can play a significant role in creating OCW materials for the students to propagate the teaching and learning process diluting the limitations of traditional educational setup and begin a new culture of "Learning Beyond Classroom". The present study aims to sensitize the teachers and learners about the potentials of the OCWs. It presents a proposal for creating an "Indian OCW Consortium" at different levels. Also discusses the challenges and issues in establishing such an OCW project.
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Hardman, Mark. "Complexity and classroom learning." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14466/.

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This thesis provides a theoretical basis for applying complexity theory to classroom learning. Existing accounts of complexity in social systems fail to adequately situate human understanding within those systems. Human understanding and action is embedded within the complex systems that we inhabit. As such, we cannot achieve a full and accurate representation of those systems. This challenges epistemological positions which characterise learning as a simple mechanistic process, those which see it as approaching a view of the world 'as it is' and also positions which see learning as a purely social activity. This thesis develops a materialist position which characterises understandings as emergent from, but not reducible to, the material world. The roles of embodied neural networks as well as our linguistic and symbolic systems are considered in order to develop this materialist position. Context and history are shown to be important within complex systems and allow novel understandings to emerge. Furthermore, shared understandings are seen as emergent from processes of response, replication and manipulation of patterns of behaviour and patterns of association. Thus the complexity of learning is accounted for within a coherent ontological and epistemological framework. The implications of this materialist position for considering classroom learning are expounded. Firstly, our models and descriptions of classrooms are reconciled with the view of our understandings as sophisticated yet incomplete models within complex social systems. Models are characterised as themselves material entities which emerge within social systems and may go on to influence behaviour. Secondly, contemporary accounts of learning as the conceptual representation of the world are challenged.
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Veneri, Brittney. "Classroom environment : the classroom environment's effect on student learning /." Lynchburg, VA : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Iancu, Karin. "Security for Classroom Learning Partner." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/41606.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.
Includes bibliographical references (p. 43-44).
This MENG thesis implements a security system for a classroom presentation system called the Classroom Learning Partner (CLP). The goal of the security system is to prevent cheating on electronic quizzes. CLP is a system that uses Tablet PCs in the classroom to enhance learning and encourage interaction between the instructor and students. The instructor creates exercises which are displayed on slides on the students' Tablet PCs. The students complete the exercises and submit them to the instructor and to a central database. The security implementation makes it possible to extend this framework for electronic quiz administration. This thesis discusses current cheating prevention methodologies and extends them to account for electronic quiz-taking scenarios. The basis of the security system is SQL Server authentication for authentication to a central database, and SSL for encryption of network traffic.
by Karin Iancu.
M.Eng.
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McNamara, Casey Ann. "Teacher tools for classroom learning partner." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100593.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 55).
This thesis discusses improvements to the teacher user interface of a tablet-computer-based classroom interaction system called Classroom Learning Partner. The new interface elements allow teachers to more easily keep track of class and individual progress through assignments, view students' work, give different assignments to different students, and quickly gauge students' understanding. Teachers in the Boston area consulted on the interface design and tested the implementation. Classroom observations and interviews with teachers indicate that the teachers found the new tools useful.
by Casey Ann McNamara.
M. Eng.
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Im, Soo O. 1972. "Total learning : education beyond the classroom." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/67546.

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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2002.
Some ill. printed as leaves and folded.
Includes bibliographical references (p. 81-83).
What is a quality learning space? This thesis is a study of a prototype for secondary school to provide a stimulating learning environment and a nurturing growing space in an urban site through exploration of different school components and their interaction. By designing specifically with high density areas in mind, this project proceeds to mediate special issues faced with many cities today regarding providing adequate space for the students in their area. Taking clues form dynamic relationships found in its setting, characteristics of the city extend into the interior life of the school to create a dynamic learning environment as rich as the streets themselves. Learning is not about what happens in classrooms but what happens between classrooms. Learning is a total experience that extends beyond the classrooms into the student spaces and into the community where the real interaction and dialogue takes place.
"The efficiency of the city and therefore the contribution of urbanization to development will depend to an important degree on how the problems of mobility are resolved. " Wilfred Owen (1972) Based on current urban patterns, this thesis assumes that as cities continue to expand and densify, living and working environments will increasingly be attracted to edge-city sites with access to public multi-modal transportation infrastructure. The program required to accommodate efficient interchange to/from and within such infrastructure (involving trains, buses, shuttles, taxis, cars, bicycles, etc) is both vast and complex. It is critical to urban mobility that the architecture of such spaces facilitates wayfinding at both an urban and inner-station scales. Unfortunately, many existing transportation interchanges that are supposed to unify, actually contribute to division through inefficient program and through illegible spaces that rely solely on signage for orientation rather than architecture. TRANSIT GUIDANCE is a set of design propositions as well as an implementation that demonstrates how architecture can be used to heighten users' environmental understanding in and around edge-city multimodal transit stations, thereby facilitating efficient navigation and ultimately the collective mental image of the city.
by Soo O. Im.
M.Arch.
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Kurdziolek, Margaret Angela. "Classroom resources and impact on learning." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28687.

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In the past, educators and policy makers believed that by providing more resources they could directly improve student-learning outcomes. To their frustration, this turns out not to be entirely true. Resources may be necessary but they are not sufficient. Resources themselves are not self-enacting, that is, they do not make change inevitable. Differences in their effects depend on differences in their use. This is also true in the case of educational technologies. As developers of these technologies we need to understand how resources fit within the classroom environment as enacted and how they can be effectively used to increase student learning. I report on four case studies conducted within the context of the Scaling-Up SimCalc study. In the study, â treatmentâ teachers were given a set of new resources to use: a combination of curriculum, educational software, and teacher professional development. â Delayed treatmentâ (control) teachers were asked to use their usual curriculum. Year-one study results demonstrated by randomized controlled testing the successful use of technology in class settings; however, there was little information on how the students and teachers actually interacted with the resources. Case study classrooms were selected to examine the effects of variation of computational resource arrangements: one utilized a computer lab, two used mobile laptop carts, and one used a laptop connected to a projector. The first round coding and analysis shows that the observed classrooms varied not only in their classroom set-ups but also in how teachers and students interacted with the software, the workbooks, and with one another. The variety of resource interaction points to the robustness of the SimCalc project: students and teachers can interact with the SimCalc resources in a variety of ways and still achieve student-learning gains. However, through subsequent review and analysis of the observation data five themes emerged. These themes suggest commonalities in classrooms practices surrounding the use of resources. Two new theoretical constructs, â socio-physical resource richnessâ and â resource use withitnessâ , help describe (1) physical and social arrangements of resources and (2) how teachers and students manage resource use.
Ph. D.
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Conway, Jason Allen. "Connecting Cooperative Learning to Classroom Environment." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/151001.

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Educational Administration
Ed.D.
The purpose of this multiple site case study was to determine whether implementing the cooperative learning element of structuring student interactions is a possible contributing solution to student disenfranchisement and lack of social skills. This study explored student and teacher attitudes and perceptions, in seven separate secondary social studies classrooms, regarding their classroom environment before and after an intervention that trains teachers on how to implement four structured student interactions focused on class building and teambuilding. This study is in response to the diagnosis of educational administrators and classroom teachers facing challenges in building positive school and classroom environments. The lack of social skills and the inability to work well with each other diminishes the opportunities for the creation of positive school and classroom environments. As a result, students may become disenfranchised, evidenced by dropout rates and the disinterest in activities provided in the classroom. The study consisted of case study methodology using surveys, interviews, focus group sessions, lesson plans, teacher journals and classroom observations to document the story of the possible impact of implementing structured student interactions. The study revealed that it was inconclusive whether the intervention strategies had an overall positive or negative effect in the perceptions of engagement, interdependence, accountability and equity. Despite the conclusion, the data provide several opportunities for discussion within the areas of classroom environment, instructional leadership, instructional coaching, implementation fidelity of new strategies and teacher self-study of practice.
Temple University--Theses
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Freeman, Michelle, and Gary Burkette. "Storytelling in the Accounting Classroom." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6425.

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Under what conditions and in what situations is the telling of personal history and other stories an effective teaching tool?Storytelling has been used by many of the greatest teachers throughout history. Plato, Jesus and Gandi, used stories, parables and personal histories to educate students (Zabel 1991). In fact, storytelling has been referred to as the foundation of the teaching profession (Abrahamson 1998). In recent years, the use of storytelling has received attention from academic researchers and has been studied in several academic disciplines. It has been suggested that the use of storytelling in higher education settings increases student performance and recollection (Bryant & Harris 2011). However, few students have considered the potential for the use of storytelling in the accounting classroom.This archival research seeks to describe the value of storytelling as a pedagogical tool across academic disciplines, review the literature regarding the use of storytelling in other academic disciplines in higher education, synthesize the findings of existing research and describe the uses, benefits and difficulties with using storytelling in various accountancy classes across the curriculum, and suggest possible uses for storytelling in accountancy classes.
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Books on the topic "Classroom learning"

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Hohn, Robert L. Classroom learning & teaching. White Plains, N.Y: Longman Publishers USA, 1995.

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Understanding classroom learning. London: Hodder and Stoughton, 1987.

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Wheldall, K. Effective classroom learning. London: Black, 1989.

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Arthur, Michael. Classroom management: Creating learning positive learning environments. Southbank, Victoria: Thomson Learning, 2003.

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Aston, Oliver. Learning beyond the classroom. London: English Heritage, 1997.

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Classroom assessment and learning. New York: Longman, 1999.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Evertson, Carolyn M. Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA, 2006.

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Watson, Rod. Targeted learning: Using classroom assessment for learning. Hatfield: ASE, 2000.

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Watson, Rod. Targeted learning: Using classroom assessment for learning. Hatfield: Association for Science Education, 2000.

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Book chapters on the topic "Classroom learning"

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Leow, Ronald P. "Classroom Learning." In The Routledge Handbook of Second Language Research in Classroom Learning, 1–12. New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9781315165080-1.

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Michaelsen, Ann S. "Cooperative learning." In The Digital Classroom, 60–68. Abingdon, Oxon; New York, NY: Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-6.

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Fraser, Barry. "Classroom Learning Environments." In Encyclopedia of Science Education, 154–57. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_186.

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Fraser, Barry. "Classroom Learning Environments." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_186-2.

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Fraser, Barry J., and Swee Chiew Goh. "Classroom Learning Environments." In International Handbook of Educational Research in the Asia-Pacific Region, 463–75. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_32.

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Muijs, Daniel. "Changing Classroom Learning." In Second International Handbook of Educational Change, 857–67. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_47.

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Lennon, Paul. "Facilitating Classroom Learning." In The Foundations of Teaching English as a Foreign Language, 90–120. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-4.

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Gerval, Jean-Pierre, and Yann Le Ru. "Smart Classroom." In Smart Education and e-Learning 2016, 415–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39690-3_37.

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Bunn, Kristen E. "Classroom Choreography." In Learning Democracy in School and Society, 33–40. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-287-0_3.

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Dillenbourg, Pierre, Luis P. Prieto, and Jennifer K. Olsen. "Classroom Orchestration." In International Handbook of the Learning Sciences, 180–90. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315617572-18.

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Conference papers on the topic "Classroom learning"

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Wang, Shuaiguo, and Youjie Chen. "Rain classroom." In L@S '18: Fifth (2018) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231644.3231685.

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Chan, Tak-wai, Fei-ching Chen, and Chih-yueh Chou. "Profile Enhanced Classroom Learning." In 2006 Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education (WMTE'06). IEEE, 2006. http://dx.doi.org/10.1109/wmte.2006.261335.

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"e-Learning and Classroom Learning Activities." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.109.

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Jakab, Frantisek. "World's largest classroom." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059609.

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Bargaoui, Hichem, and Rawia Bdiwi. "Smart classroom: Design of a gateway for ubiquitous classroom." In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009206.

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Liang, Su. "Group Formation-Finding-Your-Matching-Card in a Collaborative Learning Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12786.

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This paper presents a non-traditional strategy of group formation that engages students in utilizing prior learned knowledge to solve problems at a collaborative learning classroom. Through the grouping process students communicate mathematical thinking with their peers and physically moving around to find their matching cards and group parteners. The grouping process warms up students to launch an active learning mode. Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics teachers, it could perfectly fit different types of classrooms including grades K-12 or college level.
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Harvey, Jen, Claire McAvinia, Kevin O'Rourke, and Jason FitzSimmons. "Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.24.

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Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.
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Matsumoto, Tae. "FLIPPED CLASSROOM USING GAMIFICATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2121.

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Smith, Sara, and Martin Khechara. "'TECHNOLOGIZING' THE POSTGRADUATE CLASSROOM." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0511.

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Begel, Andrew, Daniel D. Garcia, and Steven A. Wolfman. "Kinesthetic learning in the classroom." In the 35th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/971300.971367.

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Reports on the topic "Classroom learning"

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Angrist, Joshua, and Victor Lavy. New Evidence on Classroom Computers and Pupil Learning. Cambridge, MA: National Bureau of Economic Research, November 1999. http://dx.doi.org/10.3386/w7424.

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Neuharth, Jay. Empowering ESL Students for Out of Classroom Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6785.

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Tucker, Jennifer S., David H. McGilvray, Bruce C. Leibrecht, Christopher B. Strauss, Andy Perrault, and Amanda N. Gesselman. Training Digital Skills In Distributed Classroom Environments: A Blended Learning Approach. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada495731.

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Hasty, Ashley. Learning Professional Techniques Through Play: Using Games in the Apparel Classroom. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1358.

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Hoxby, Caroline. Peer Effects in the Classroom: Learning from Gender and Race Variation. Cambridge, MA: National Bureau of Economic Research, August 2000. http://dx.doi.org/10.3386/w7867.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Hurwitz, David, Rachel Adams, H. Benjamin Mason, Kamilah Buker, and Richard Slocum. Innovation in the classroom : A transportation geotechnics application of desktop learning modules to promote inductive learning. Oregon State University, 2017. http://dx.doi.org/10.5399/osu/1113.

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Kane, Laura. Learning Product Quality and Manufacturing Processes Through Hands on Learning: Introducing Gaming into the Fashion Classroom. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1360.

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Simpson, Mary. The Affect Team Learning has on Creativity in a College Classroom Environment. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1845.

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Ridgway, Jessica, and Ashley Hasty. Inviting Industry into the Classroom: Meeting Learning Outcomes While Satisfying Industry Demands. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-280.

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