Pedagogy and Space: Empirical Research on New Learning Environments.
Pedagogy and Space: Empirical Research on New Learning Environments.
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教育学与空间：新学习环境的实证研究。
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
P. Baepler
中科院分区：
文献类型：
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作者：
J. Walker;D. Brooks;P. Baepler
在明尼苏达大学的新技术增强型学习空间中，学生的ACT成绩超过了期末成绩预期。当教师调整他们的教学方法，以新的空间，故意纳入更积极的，以学生为中心的教学技术，学生的学习得到改善。学生和教师对新的学习环境有积极的看法，但也必须适应不寻常的教室。
In the new technology-enhanced learning spaces at the University of Minnesota, students outperformed final grade expectations relative to their ACT scores. When instructors adapted their pedagogical approach to the new space by intentionally incorporating more active, student-centered teaching techniques, student learning improved. Students and faculty had positive perceptions of the new learning environments but also had to adjust to the unusual classrooms.