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Shaping Future Schools with Digital Technology pp 41–56Cite as

Active Learning Classrooms (ALCs)

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Part of the book series: Perspectives on Rethinking and Reforming Education ((PRRE))

Abstract

Active learning classrooms (ALCs) are student-centered, technology-rich learning environments that typically feature round or curved tables with moveable seating that facilitate the use of active learning pedagogies. The growing, global popularity of the ALCs is propelled by a growing body of empirical research that demonstrates the impact of ALCs on teaching practices and student learning outcomes. This review of the literature on ALCs collects together the most important and contemporary pieces of research on these innovative classrooms from around the world and provides evidence on the impact of ALCs on student learning outcomes, layout and furniture evaluations of classroom spaces, student and instructor experiences, and informal, nonclassroom learning spaces.

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Abbreviations

ALC:

Active Learning Classroom

LCD:

Liquid-crystal display

MIT:

Massachusetts Institute of Technology

SCALE-UP:

Student-Centered Activities for Large Enrollment Undergraduate Programs

TBL:

Team-Based Learning

TEAL:

Technology Enabled Active Learning

TILE:

Transform, Interact, Learn, Engage

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Authors and Affiliations

  1. EDUCAUSE, Louisville, USA

    D. Christopher Brooks

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  1. D. Christopher Brooks
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Correspondence to D. Christopher Brooks .

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Editors and Affiliations

  1. School of Educational Technology, Beijing Normal University, Beijing, China

    Shengquan Yu

  2. Department of Educational Science, University of Helsinki, Helsinki, Finland

    Hannele Niemi

  3. College of Education, Charles Darwin University, Darwin, NT, Australia

    Jon Mason

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Brooks, D.C. (2019). Active Learning Classrooms (ALCs). In: Yu, S., Niemi, H., Mason, J. (eds) Shaping Future Schools with Digital Technology. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-9439-3_3

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  • DOI: https://doi.org/10.1007/978-981-13-9439-3_3

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  • Online ISBN: 978-981-13-9439-3

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