Exploring the role of environmental features on student experience in the university classroom with the Community of Inquiry framework

Abstract

An active learning classroom design recognizes the importance of students becoming engaged in their own learning. Using a mixed-methods approach, this study compared student-reported data (n = 219) and used the community of inquiry framework to evaluate the impact of environmental features on students’ experience. Students occupied traditional or active-learning classrooms, but the same course content was delivered by the same instructor. Findings indicate a preference for seating at tables versus fixed desks, appropriate personal space and sightlines to the teacher and projector screens, and gratification for forming social connections (i.e., social presence).