Abstract
This study collected feedback from students and lecturers regarding “traditional” and “creative” (i.e. non-traditional) classroom designs. A sample of 140 current undergraduate and graduate students (male = 40, female = 100) and four lecturers (male = 1, female = 3) were surveyed regarding their learning experiences and impressions in “traditional” compared to “creative” classroom settings. Participants rated their level of satisfaction with the classroom setting, their level of learning engagement, and perception of teachers’ competence in both types of classrooms. Students reported greater satisfaction with creative classrooms as well as greater learning engagement. Lecturers did not have a statistically clear preference between the two settings. Similarly, lecturers did not feel the classroom setting affected their teaching effectiveness while students reported greater teacher effectiveness within the creative classroom setting. It is suggested that more comfortable, student-centered classroom environments, while not necessarily preferred by teachers, may help students feel more involved and engaged in the learning process.
Author Information
Catherine Yew Lin Yen, Monash University Malaysia, Malaysia
Tam Cai Lian, Monash University Malaysia, Malaysia
Paper Information
Conference: ECE2023
Stream: Learning Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Yen C., & Lian T. (2023) Alternative Classroom Design’s Relation to Student Satisfaction, Learning Engagement and Perceived Teaching Effectiveness in a Malaysian University Setting ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.14
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.14
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