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What Drives Student Engagement: Is it Learning Space, Instructor Behavior or Teaching Philosophy?

Kimberly M Sawers, David Wicks, Nyaradzo Mvududu, Lane Seeley, Raedene Copeland

Abstract


This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influences instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the ALC than the traditional classroom. In addition, we found that instructors with a more constructivist philosophy perceived that students were more engaged. On closer analysis, however, the difference in perceived student engagement was only significant between more versus less constructivist philosophy when in the ALC. Finally, we found that the relationship between teaching philosophy and student engagement in the ALC was mediated by instructor behavior.


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