Exploring Faculty Barriers in a New Active Learning Classroom_ A Divide and Conquer Approach to Support | Academic Article individual record
abstract

This qualitative study uses an emergent design to explore the experiences of faculty teaching in a newly renovated, large-capacity Active Learning Classroom (ALC). The present study takes first- and second-order barriers (Ertmer, 1999) into consideration for a specific type of technology-integrated classroom, the ALC, and looks at faculty barriers to implementing active learning and utilizing active learning spaces. By acknowledging barriers and identifying those which are extrinsic and intrinsic, faculty and faculty support staff can begin to address barriers more effectively

publication outlet

Journal of Learning Spaces

author list (cited authors)
Mccorkle, S. A
publication date
2021
identifier
611037SE
start page
14
end page
23
volume
10
issue
2