Active+Learning+Classroom+Instructor+Survey

Joosten, T. (2014). Active Learning Classrooms for Improving Teaching and Learning: A Faculty Survey. University of Wisconsin-Milwaukee, Learning Technology Center. Retrieved from: http://mysurveys.wikispaces.com/page/edit/Active+Learning+Classroom+Instructor+Survey

__**End of semester**__

University of Wisconsin – Milwaukee

Consent to Participate in Online Survey Research

Study Title: Assessing the Impact of Active Learning Classrooms (ALC)

Person(s) Responsible for Research: Tanya Joosten, Director, Learning Technology Center, UW-Milwaukee

Study Description:

Research has indicated that learning spaces significantly impact teaching and learning. This study furthers this scholarship by building upon the UWMLTC’s current practices and philosophy of teaching and learning to further understand the impact of space on student-centered teaching and learning. Specifically, the pilot will identify, evaluate, and understand the interrelationship between collaborative pedagogy and active learning classrooms in blended courses. This pilot project includes approximately 6 instructors and 130 students in the overall sample. If you agree to participate, you will be asked to complete an online survey that will take approximately 15 (fifteen) minutes to complete. The ALC refers to the LTC Lab and Innovation Hub, E175.

Risks / Benefits: Risks to participants are considered minimal. Collection of data and survey responses using the internet involves the same risks that a person would encounter in everyday use of the internet, such as breach of confidentiality. While the researchers have taken every reasonable step to protect your confidentiality, there is always the possibility of interception or hacking of the data by third parties that is not under the control of the research team.

There will be no costs for participating. Potentially all instructors and students in future blended courses could benefit from an understanding of “best practices” in the use of active learning spaces.

Confidentiality: Data will be retained on the Qualtrics website server for two (2) years and will be deleted after this time. However, data may exist on backups or serve logs beyond the timeframe of this research project. Data transferred from the survey site will be saved in an encrypted format for up to ten (10) years. Only the Principal Investigators and project staff will have access to the data collected by this study. However, the Institutional Review Board at UW-Milwaukee or appropriate federal agencies like the Office for Human Research Protections may review this study’s records. The research team will remove any individual identifying information before analyzing the data and all study results will be reported without identifying information so that no one viewing the results will ever be able to match you with your responses.

Voluntary Participation: Your participation in this study is voluntary. You may choose to not answer any of the questions or withdraw from this study at any time without penalty. Your decision will not change any present or future relationship with the University of Wisconsin Milwaukee.

Who do I contact for questions about the study: For more information about the study or study procedures, contact Tanya Joosten at tjoosten@uwm.edu or the Learning Technology Center at ltc@uwm.edu or 414-229-4319.

Who do I contact for questions about my rights or complaints towards my treatment as a research subject? Contact the UWM IRB at 414-229-3173 or irbinfo@uwm.edu

Research Subject’s Consent to Participate in Research:

By entering this survey, you are indicating that you have read the consent form, you are age 18 or older and that you voluntarily agree to participate in this research study.

Thank you!

What course did you teach in the Steelcase Innovation Hub and Active Learning Classroom (ALC) in the UWM Libraries, E175? (e.g., COMMUN313, Human Communication and Technology)

What persuaded you to teach in the ALC?

Please indicate how frequently you did the following things in the course during the semester from never to always.

How frequently did you...

Never Rarely Sometimes Very Often Always

Require students to solve a real-world problem. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Break the class into groups. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Use whiteboards. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Stage a class debate. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Take pictures of class work or projects. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Never Rarely Sometimes Very Often Always

Have students react to a video. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Provide a demonstration. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Require students to use online rooms or meeting applications. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Require students to use social media (Twitter, Facebook). Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Visit websites in-class. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Never Rarely Sometimes Very Often Always

Play videos or audio files in-class. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Grade students on group work. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Require students to use the Internet to conduct research or locate information. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Require students to use online discussions. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Break the class into pairs. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Never Rarely Sometimes Very Often Always

Require students to use D2L. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Require students to complete a simulation or role-play. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Require students to analyze scenarios or case studies. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Take video in-class. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Lecture in-class. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Never Rarely Sometimes Very Often Always

Ask students to explain course ideas or concepts. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Require students to use special software or applications relevant to the course. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Use online lectures. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Ask students questions for in-class discussion. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

Ask students to identify questions they have about a course topic. Lecture in-class. Play videos or audio files in-class. Use online lectures. Visit websites in-class. Use whiteboards.

How was using the ALC different than using a “typical" classroom?

How did the ALC change how you taught from previous semesters?

What was one activity that worked really well in the ALC? Please explain.

What other types of activities did you incorporate into your class to take advantage of the ALC? Please explain how the space supported these activities.

In what ways did you use the technology in the ALC to support teaching and learning activities (displays, whiteboards, furniture)?

What types of furniture configurations did you use in the ALC that worked best?

How did the ALC impact the interactions among students or your interactions with students in this course?

In what ways did the ALC impact your students’ learning and performance for this course?

How did the use of the ALC impact activities online, or outside of the class?

How did your students feel about using ALC for this course?

What was one thing that you liked about your experience with the ALC?

What was one thing that you would change about your experience with the ALC?

How have you decided to continue with teaching in the ALC? Please explain any future plans.

Would you recommend the ALC to a colleague? Why or why not?

What is one recommendation you would have for a colleague who is going to use the space?

Is there anything else you would like to share with us about your experience? Please explain.

Just a few questions about yourself and the course...

How many students are enrolled in the course for the pilot study?

How was the course delivered?


 * F2F (no online technologies outside of the classroom)
 * Tech-enhanced (use of D2L or other online technologies)
 * Blended (at least 20% of your f2f time was replaced by online activities)

How many years have you been teaching in Higher Education?


 * 1 - 3 years
 * 4 - 6 years
 * 7 - 9 years
 * 10 - 12 years
 * 13 - 15 years
 * 16 or more years

What is your current teaching status at UWM?


 * Teaching Academic Staff
 * Assistant Professor
 * Associate Professor
 * Professor

Which of the following would you be interested in learning more about?


 * General active learning strategies
 * Groups and teams
 * Classroom assessment techniques
 * Discussion strategies
 * Collaborative document applications
 * Student response systems (clickers)
 * Developing online content (lectures, videos, etc.)
 * Online assessment to guide f2f activities (quiz, discussions, etc.)
 * Blended teaching and learning (putting 20-99% of your course online)
 * Other

Thank you for taking the time to share your information about this pilot study with us! We appreciate the feedback!

__** Midterm Evaluation **__

Thank you for answering these questions for the Active Learning Spaces pilot study at UWM. Please be as open as possible when answering these questions.

This first section of questions are related to the active learning space's impact on student engagement, learning, success, and retention for your course. The active learning space refers to the LTC Lab and Innovation Hub, E175.

Active learning classrooms support a collaborative environment in which all components of a course are interrelated in such a manner that "facilitate diverse sizes and groupings of students, creating a flexible and supportive environment for a class to transition seamlessly between a professor's lecture and facilitated student group work" (Educational Technology Services: Berkeley, n.d.).

Why did you want to teach in the Active learning classroom?

What type of activities did you incorporate into your class to take advantage of the Active learning classroom?

Please describe one activity that worked really well in the Active learning classroom.

How was using the Active learning classroom different that using a "typical classroom"?

Thinking about previous semesters you have taught your course, in what ways did using the Active learning classroom change the way you teach?

Did the Active learning classroom change how you addressed your teaching objectives? Please explain.

Has the Active learning classroom and the way you teach in it changed anything about your assessment practices? (i.e. more group assessments, collect different data or evidence of achievement, etc.)

What do you like about the active learning space (furniture, technology, whiteboards)?

If you are using the displays in the active learning space, how was your experience using the technology?

If you are using whiteboards in the active learning space, how was your experience using the whiteboards?

What types of furniture configurations are you using in the active learning space?

In your opinion, how did the Active learning classroom impact your communication with students?

In your opinion, how did the Active learning classroom impact your interaction with students?

In what ways did the Active learning classroom impact your students' learning for this course?

In general, what are your students' perceptions of the active learning space?

In contrast to more traditional classrooms, do you find students to be more easily distracted in the Active learning classroom?

In your opinion, did the students in the Active learning classrooms seem to be more friendly or collegial with each other than in other rooms?

Have your students had any support issues when using the active learning space?

What pedagogical challenges did you encounter while using the Active learning classroom, if any?

What technical challenges did you encounter while using the Active learning classroom, if any?

What logistical challenges did you encounter while using the Active learning classroom, if any?

What do you wish you would have known before teaching in the Active learning classroom for the first time? (i.e. any helpful training or preparation)

How can the LTC provide you, or your students, additional support in using the active learning space?

Would you recommend the Active learning classroom to a colleague? Why or why not?

What is one recommendation you would have for a colleague who is going to use the space?

How could the active learning space be improved?

What advice would you give instructors teaching in the room for the first time?

Please complete the following items about yourself and the course.

What is your current teaching status at UWM?

Teaching Academic Staff

Assistant Professor

Associate Professor

Professor

How many years have you been teaching in Higher Education?

1 - 3 years

4 - 6 years

7 - 9 years

10 - 12 years

13 - 15 years

16 or more years

Which course did you teach?

Curriculum & Instruction, Introduction to Children's and Young Adult Literature

Electrical Engineering, EE Analysis of Electric Machine and Motor Drives

Architecture, Architectural Programming

Curriculum and Instruction, Student Teaching (Mathematics)

Women's Studies, Foundations of Women's Studies Writing and Research

Art and Design

Multicultural America

How was the course delivered?

F2F (no online technologies outside of the classroom)

Tech-enhanced (use of D2L or other online technologies)

Blended (at least 20% of your f2f time was replaced by online activities)

Which of the following would you be interested in learning more about?

General active learning strategies

Groups and teams

Classroom assessment techniques

Discussion strategies

Collaborative document applications

Student response systems (clickers)

Developing online content (lectures, videos, etc.)

Online assessment to guide f2f activities (quiz, discussions, etc.)

Blended teaching and learning

Other

How did the use of the active learning space impact activities online, or outside of the course, if at all?

How many students are enrolled in the course for the pilot study?

Do you have any other feedback that you would like to share with us at this time?

Thank you for taking the time to share your information about this pilot study with us! We appreciate the feedback!


 * __Debriefing meeting prompts__**

LTC Innovation Hub and Active Learning Classroom

1. In what ways are you using the active learning space? pedagogically? technically? What types of strategies and learning activities are you applying?

2. What is working well for you in your use of the active learning space?

3. How do you feel that the classroom design has impacted your students’ learning? How are your students using the furniture, technology, whiteboards?

4. How are you supporting your students’ use of the space? What support needs are your students having, if any?

5. What is one challenge that you have had in using the space? What is one thing you will do differently the next time? What is one recommendation that you would make to a colleague about using an active learning space?

6. What is one thing that the LTC could provide to help ensure your success or future faculty in using the active learning space?


 * __Orientation prompts__**