Assessing the Effect of Pedagogical Transition on Classroom Design for Tertiary Education: Perspectives of Teachers and Students

Daniel W. M. Chan, Edmond W. M. Lam and Michael Atafo Adabre ()
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Daniel W. M. Chan: Department of Building and Real Estate, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
Edmond W. M. Lam: College of Professional and Continuing Education (CPCE), The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
Michael Atafo Adabre: Department of Building and Real Estate, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong

Sustainability, 2023, vol. 15, issue 12, 1-17

Abstract: Active learning has been increasingly important in tertiary education in recent years due to its powerfully favourable impact on students’ learning attitudes and efficacy. Indeed, the way that a classroom is set up has a direct impact on how well students learn and how well teachers teach. The continuous evaluation of students’ learning performance is essential for guiding future classroom renovations and creating a cutting-edge learning environment for both students and teachers. The aims of this paper were to provide a better understanding of the latest development trend of learning mode preference in tertiary education and to investigate any underlying similarities and differences in the perceptions between teachers and students. To support both teaching and learning, an empirical questionnaire survey was conducted among teachers and students in Hong Kong to assess the effectiveness of various active learning techniques and passive learning techniques adopted in tertiary education. Opinion-based data were collected on the perceived benefits and disadvantages of both learning techniques as well as the importance of various classroom design features. To determine the significance of the variations in opinions between teachers and students on the survey responses, descriptive statistical analyses using the mean score and Mann–Whitney U-test were carried out. The results of the Mann–Whitney U-test on the advantages of traditional learning showed that the following variables significantly varied: ‘direct information from the teacher’; ‘timesaving (group discussion may waste time)’ and ‘allow more time for Q&A’. These advantages were generally rated higher from the viewpoint of students rather than teachers. However, no significant difference was established concerning the limitations of traditional learning. The findings of this study can help teachers and instructors to understand how different teaching and learning methods affect students’ ability to learn effectively, which can ultimately help institutional policymakers to determine the necessary essential requirements for orchestrating classroom designs to create more conducive teaching and learning environments. The findings also aim to inform policymakers and educational institutions on the impact of pedagogical change on the fundamental design requirements for a flexible classroom environment supportive of students’ active learning, especially in tertiary education.

Keywords: traditional learning; active learning; design factors; design criteria; built pedagogy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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