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Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0002-5308-7002
Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
2019 (English)In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the ALC. The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’.  The data was analysed using Bernstein’s concepts of classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

Place, publisher, year, edition, pages
2019.
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Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-163629OAI: oai:DiVA.org:umu-163629DiVA, id: diva2:1355875
Conference
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-12Bibliographically approved

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Bergström, PeterRönnlund, MariaTieva, Åse

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CiteExportLink to record
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