Transitions in university learning environments: moving towards a kinesthetic model

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Meaghan Kelly Howard (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Pamela Kocher Brown

Abstract: Based on active learning theory, students learn best when they are involved in the teaching-learning exchange. Kinesthetic and active classrooms have been found to increase student learning and engagement within K-12 learning environments. Yet few kinesthetic learning environments exist for students in college and university settings. The purpose of this study was to understand the process needed to create a kinesthetic classroom for a university, including the perceptions held by faculty and students in this context. This was done by examining current best practices involved in using an active or kinesthetic classroom, and through an exploratory case study developing a framework for the implementation process. Analysis of faculty and student responses, triangulated with statements from experts (those who have already implemented the novel learning space), revealed 14 subthemes. Those subthemes were prioritized into major themes to develop a framework for implementing the new learning environment in the context of higher education. The framework involves the 6-P’s: Probe, Plot, Plan, Prepare, Practice, and Prove. Each theme within the framework addresses issues in order of need to implement an active or kinesthetic classroom. Further research is needed to provide support for the framework structure. This project was significant in that it addressed the use of active and kinesthetic learning changes novel to higher education.

Additional Information

Language: English
Date: 2019
Active Learning Environments, Active Pedagogy, Higher Education, Kinesthetic Classroom, Kinesthetic Model
Active learning
Movement education
Individualized instruction
Education, Higher

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