Effects of Pedagogical Transition on Classroom Design

Lam, E.W.M.; Chan, D.W.M.; Olawumi, T.O.

Abstract

Active learning has played an important role in recent years as it carries a highly positive effect of improving students' learning attitude and successiveness. Indeed, classroom design is a determinative factor in the performance of learning and teaching. Continuous assessment of learning performance is crucial that could indicate the direction of future classroom renovation to provide an advanced learning and teaching environment for students and teachers. Hence, this paper aims to provide a better understanding of the latest trend in learning mode preference. The characteristics and reasons for choosing active and traditional learning were examined from the students' perspectives using questionnaire surveys. Moreover, this paper focus on the effects of pedagogical transition on design factors and design criteria for a flexible classroom. The analysis of the responses collected from the students' perspectives shows interesting findings useful for adopting the active learning approach and for classroom design. Most of the factors were rated very important by the students, which shows the various factors should be considered by teachers and administrators in the delivery of teaching instructions and the classroom design, respectively. A different mix of traditional and active learning approaches might be suitable, depending on the subject's intended learning outcomes. A traditional approach will facilitate learning more orderly, although most of the instructions are from the teacher, while active learning is more collaborative and engaging for the students. Practical implications of the study were also discussed.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: 5th CU Construction Conference
• Start Date: Mar 17, 2021
• Deposit Date: Oct 15, 2021
• Publicly Available Date: Oct 18, 2021
• Keywords: Traditional learning, active learning, design factor, design criteria, built pedagogy
• Public URL: http://researchrepository.napier.ac.uk/Output/2812808
• Publisher URL: https://wp.coventry.domains/ccc2021