Is There a "Back" of the Room When the Teacher is in the Middle?

Computer Science – Learning

Scientific paper

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Scientific paper

The Ithaca College physics department has implemented the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) approach to teaching its large-enrollment introductory astronomy and physics courses. The SCALE-UP approach, developed at North Carolina State University, facilitates an interactive classroom by creating a student-centered and technology-enhanced learning environment for classes of >100 students. IC's SCALE-UP classroom contains eleven 6.5-foot diameter tables with 9 seats each, for a total capacity of 99 students. The instructor podium is near the center of the room. We conducted a study of seat location vs. course performance in this room for six different classes over two semesters, including: two introductory astronomy classes, and two introductory algebra-based physics courses (Physics 101 and 102). These results are compared with identical classes meeting in a traditional lecture hall. We report on course performance vs. seat proximity to instructor (near or far), proximity to aisle, and seat direction (toward or away from instructor). We also report on seat choice vs. class year, learning gain (as measured by a standard assessment instrument), and course grade, and consistency of seat choice throughout the semester. Finally we present results from student surveys about what factors influence their seating preferences. This work was funded by NSF grant #0536246 (PI: Michael Rogers) and Ithaca College.

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