A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

Area of Science:

• Educational Technology
• Pedagogy
• Classroom Design

Background:

• Student-centered learning environments, such as those using SCALE-UP (Student-Centered Active Learning Environment for Undergraduate Programs) pedagogies, are prevalent and have demonstrated significant learning gains.
• However, the specific classroom design features contributing to these gains require further investigation.

Purpose of the Study:

• To identify the most effective design features of SCALE-UP classrooms for teaching and learning.
• To compare student outcomes in a traditional SCALE-UP environment versus a low-tech mock-up version focusing on prioritized features.

Main Methods:

• A quasi-experimental design was employed, comparing two sections of an introductory biology course taught by the same instructor.
• One section was in a full SCALE-UP classroom, and the other was in a low-tech mock-up room designed based on instructor and student feedback.
• Student learning was assessed using exams, in-class and pre-class work, and concept inventories, while attitudes and satisfaction were also measured.

Main Results:

• No significant differences in learning outcomes (exam scores, concept inventory) were found between the SCALE-UP and mock-up classrooms.
• Student comments indicated that collaboration and whiteboards were beneficial, while technology was not perceived as crucial.
• Student satisfaction and attitudes were comparable across both environments.

Conclusions:

• The positive learning outcomes associated with SCALE-UP classrooms can be achieved through less technologically intensive and potentially lower-cost environments.
• Key pedagogical elements like collaborative activities and accessible writing surfaces (whiteboards) appear more critical than advanced technology for student success in these settings.