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

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.