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The Active Learning Classroom Experience: A Passion for Collaboration in Higher Education
University West, University West, the Library. (LINA)ORCID iD: 0000-0003-3604-1210
University West, School of Business, Economics and IT, Division of Business Administration. (LINA)ORCID iD: 0000-0002-1991-4588
2020 (English)In: INTED2020 Proceedings: 14th International Technology, Education and Development Conference. Valencia, Spain. 2-4 March, 2020 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, p. 3512-3521Conference paper, Published paper (Refereed)
Abstract [en]

Large class sizes in lecture halls or traditional amphitheaters with fixed seating in rows is the everyday life of many students and teachers in higher education. The physical learning environments, learning landscape, thus includes several dimensions besides classrooms, such as buildings, campus, and the surrounding society (Nordquist & Laing, 2015). Furthermore, students often have access to digital learning platforms/ virtual classrooms, where students and teachers for a specific course can communicate with each other and exchange information, documents and media. Many courses combine physical and virtual classrooms and adjust learning strategies to cope with large class sizes and traditional lecture halls.

However, there are emerging new classroom designs and learning strategies to support classroom interaction, active learning or collaborative learning often combined with elements of blended learning or flipped classroom. Active learning strategies are based on the idea that students are involved in more than listening (Prince 2004) supporting inclusion and group discussions, sharing thoughts and analyzing rather than memorizing. The design of active learning classrooms (ALCs) often includes tables with moveable seating, whiteboards, sufficient power outlets and screens to promote sharing and collaborative problem solving (Baepler et al., 2014; Hyun et al., 2017; Rands & Gansmer-Topf, 2017).

The aim of this paper is to explore the implementation and use of ALCs in higher education to identify the experiences of students, faculty, library and university. A case study methodology approach is applied and focused on library-faculty co-designed media and information literacy sessions in ALCs in a bachelor’s programme in business administration at University West, Sweden. Qualitative methods will be applied. Skills in collaborative learning and media and information literacy are of importance in professional life and affect students’ lifelong learning, hence in this paper viewed as applications of the work-integrated learning, WIL, approach of University West where teachers and librarians interact in the new generation classroom.

Place, publisher, year, edition, pages
Valencia: The International Academy of Technology, Education and Development, 2020. p. 3512-3521
Keywords [en]
active learning, alc, higher education, information literacy, library-faculty collaboration, business administration, wil.
National Category
Learning Business Administration
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Business administration
Identifiers
URN: urn:nbn:se:hv:diva-15132DOI: 10.21125/inted.2020.0992ISBN: 978-84-09-17939-8 (electronic)OAI: oai:DiVA.org:hv-15132DiVA, id: diva2:1424925
Conference
INTED2020 14th International Technology, Education and Development Conference March 2nd-4th, 2020 — Valencia, Spain
Available from: 2020-04-20 Created: 2020-04-20 Last updated: 2020-04-29Bibliographically approved

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Näverå, ElisabethOlsson, Anna Karin

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