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The study uses a program-evaluation protocol with ongoing data collection to gather instructor and student perceptions and to guide formative feedback. Findings highlight sustained demand for low-tech, interactive learning, the need for consistent institutional support to enable course redesign and innovation, and the importance of collaborative, multi-stakeholder strategies to optimize whole-university ALC use.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/active-learning-classrooms-vol-xiii-three-lessons-learned/599190/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/active-learning-classrooms-vol-xiii-three-lessons-learned/599190.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What three trends guide future ALC practice and classroom design?","Question",{"text":112,"@type":113},"The preliminary results identify three trends: ongoing appetite for low-tech interactive learning, instructors’ need for consistent institutional support (especially for course redesign), and the requirement for a collaborative multi-stakeholder approach for optimal whole-of-university use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the University of Ottawa collect and use data during the first year?",{"text":117,"@type":113},"A Teaching and Learning Support Service evaluative protocol enabled data collection at regular intervals. 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Murphy, Jovan F. Groen University of Ottawa  \nThis article presents an evaluation of an active learning classroom (ALC) initiative atthe University ofOttawa. Preliminary results indicate three broad trends to inform future practice and classroom design: 1) Despite advances in educational technology, there remains a strong appetite for low-tech, interactive learning opportunities; 2) Instructors feel that consistent institutional support is necessary to foster innovation in the classroom, particularly for course redesign; 3) a collaborative strategy, bringing together multiple institutional stakeholders, is necessary to ensure a whole-of-university approach to optimal use of the ALCs. This article briefly reviews ALC research, outlines the methodology of the program-evaluation protocol, discusses the three centralfindings, and concludes with potential directions in ALC research.  \nNous examinons ici une initiative, menée à l’Université d’Ottawa, de classe d’apprentissage actif (CAA). Les résultats préliminaires permettent de dégager trois tendances qui permettront d’orienter les pratiques et la configuration de la classe : 1) malgré les avancées dans les technologies éducatives, l’intérêt pour les méthodes simples et pour l’apprentissage interactif ne se dément pas; 2) Les enseignants croient que l’innovation en classe, et tout particulièrement la refonte des cours, sont tributaires d’un soutien institutionnel constant; 3) pour utilisertoutes les ressources de l’université et ainsi faire un usage optimal des CAA, il doit y avoir une stratégie de collaboration regroupant différents intervenants de l’établissement. Dans notre article, après avoir survolé la recherche au sujet des CAA et défini la méthodologie du protocole d’évaluation de programme, nous présentons les trois résultats principaux et nous proposons, en guise de conclusion, trois avenues possibles pour la recherche sur les CAA.  \nActive Learning Classrooms (ALCs) are teaching  \nand learning spaces dedicated to the promotion of interaction and engagement. These spaces are designed to encourage student collaboration, be flexible enough to support multiple instructional approaches, and minimise barriers between instructors and students (Chiu & Cheng, 2016; Metzger, 2015) . Following the growing development of ALCs across higher education institutions over the last decade, the University of Ottawa piloted a room of its own in 2014. This eventually led to the construction of four ALCs of various sizes and designs, ranging from 54 seats to 117 seats, that  \nopened in the fall of 2018. To gauge first time expectations and experiences of both instructors and students, the Teaching and Learning Support Service set up an evaluative protocol that permitted data collection at regular intervals throughout the first year of use. This data largely served two goals: first, to provide formative feedback to the instructors facilitating in these spaces, and secondly, to help enhance the physical spaces along with the support (training, consultations, etc.) and resources offered to both instructors and students. An ancillary goal was to put in place a sustainable evaluative protocol that would be meaningful and efficient.  \nThis article shares three lessons learned from an initial analysis of the first year of operation for the new ALCs. Program evaluation and data collection work is still ongoing; however, this essay offers an opportunity to share preliminary findings with other institutions seeking to plan for future ALCs or to optimize the use of existing spaces. A brief review of research on ALC user perceptions is presented, followed by a description of the evaluation questions and process driving the data collection. We then discuss the lessons learned: the continu","cbCairWTfrJHkXxt","https://ap.wps.com/l/cbCairWTfrJHkXxt","pdf",170892,"English","# Program evaluation context\n## ALC goals and institutional pilot\n## Data collection protocol\n# Three lessons learned\n## Desire for low-tech interactive learning\n## Institutional support for innovation\n## Collaboration across stakeholders","[{\"question\":\"What three trends guide future ALC practice and classroom design?\",\"answer\":\"The preliminary results identify three trends: ongoing appetite for low-tech interactive learning, instructors’ need for consistent institutional support (especially for course redesign), and the requirement for a collaborative multi-stakeholder approach for optimal whole-of-university use.\"},{\"question\":\"How did the University of Ottawa collect and use data during the first year?\",\"answer\":\"A Teaching and Learning Support Service evaluative protocol enabled data collection at regular intervals. The data provided formative feedback to instructors and helped improve physical spaces and support resources.\"},{\"question\":\"Why did the evaluation emphasize both student and instructor perspectives?\",\"answer\":\"Perception studies are used to understand how purpose-built learning spaces affect users. The document notes that many investigations incorporate both sources, often alongside quantitative measures such as course performance and withdrawal-related rates.\"}]","Active Learning Classrooms - Vol. XIII - Three Lessons Learned | PDF",1792088315,23]