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This paper initiates discussion on how subtle roles in the learning environment can shape learning outcomes. Using a case study, an activity from one course shows how peers outside students’ immediate group can influence engagement and learning. Preliminary findings suggest that making these influences explicit in course design can maximize space use and foster greater learning.",{"@graph":69,"@context":121},[70,84,104],{"@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/from-distraction-to-contribution-a-preliminary-study-on-how-peers-outside-the-group-can-contribute-to-students-learning-article-8/595594/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-distraction-to-contribution-a-preliminary-study-on-how-peers-outside-the-group-can-contribute-to-students-learning-article-8/595594.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the main focus of the study?","Question",{"text":111,"@type":112},"The study focuses on how subtle roles in the learning environment can impact students’ learning, particularly the contribution of peers outside students’ immediate group.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Which classroom feature does the paper identify as potentially distracting?",{"text":116,"@type":112},"The paper highlights multiple interactive screens and electronic devices used for unrelated browsing and social media as potential distractions.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the paper propose improving learning outcomes?",{"text":120,"@type":112},"The paper suggests that being aware of the subtle roles outside peers can play, and making them explicit in the pedagogical design of the course, may maximize use of the space and foster greater learning.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},595594,1792081443,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":36},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 6 | Issue 3 | Article 8 |\n| --- | --- |\n\n12-11-2015  \nFrom Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’Learning  \nVictoria Chen  \nQueen's University, [victoria.chen@queensu.ca](victoria.chen@queensu.ca)  \nFollow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)  \n Part of the Higher Education Commons  \nRecommended Citation  \nChen, Victoria (2015) \"From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 6: Iss. 3, Article 8.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/8)  \nFrom Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’Learning  \nAbstract  \nActive Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as “distracting”to students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students’ immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning.  \nLes salles de classe où l’on pratique l’apprentissage actif sont de nouveaux espaces d’apprentissage qui permettent d’organiser des activités d’apprentissage collaboratif plutôt que de pratiquer l’enseignement traditionnel. Toutefois, certains aspects de ces salles de classe peuvent être considérés comme « gênants » pour l’apprentissage des étudiants, par exemple les multiples écrans interactifs. L’objectif de cette communication est d’ouvrir le débat sur la manière dont les rôles subtils de l’environnement d’apprentissage peuvent avoir des effets sur l’apprentissage. En utilisant l’approche qui consiste à faire une étude de cas, une activité d’un cours donné a été choisie pour exemplifier comment les pairs qui se trouvent à l’extérieur du groupe immédiat des étudiants peuvent influencer leur apprentissage. Selon les résultats préliminaires, ilsemblerait que le fait d’être conscient de ces rôles subtils que les pairs qui se trouvent à l’extérieur du groupepeuvent avoir sur les étudiants et le fait de les rendre explicites dans la conception pédagogique du cours peuvent mener à maximiser l’usage de l’espace en vue de favoriser un meilleur apprentissage.  \nKeywords  \nactive learning classrooms, higher education, collaborative learning, peer learning  \nCover Page Footnote  \nThankyou to the Queen's Active Learning Spaces Research Team for helping me collect data for this study, Dr. Andy Leger, Vicki Woodside-Duggins, and Annie Riel. If you have any inquires about the Active Learning Spaces at Queen's University, please contact Dr. Andy Leger  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/8)  \nChen: From Distraction to Contribution  \nWhen you walk into a learning space, what role do you think fellow classmates will have on your learning? Some roles are obvious while others are more subtle depending on the configuration of the space. In a standard lecture hall, your classmates will obviously play a role in your learning if you tur","cbCaipaebN8ZNSyQ","https://ap.wps.com/l/cbCaipaebN8ZNSyQ","pdf",527366,16,"English","# Abstract\n# Introduction and research purpose\n## Active learning classrooms and possible distractions\n## Case study approach and influence of outside peers","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on how subtle roles in the learning environment can impact students’ learning, particularly the contribution of peers outside students’ immediate group.\"},{\"question\":\"Which classroom feature does the paper identify as potentially distracting?\",\"answer\":\"The paper highlights multiple interactive screens and electronic devices used for unrelated browsing and social media as potential distractions.\"},{\"question\":\"How does the paper propose improving learning outcomes?\",\"answer\":\"The paper suggests that being aware of the subtle roles outside peers can play, and making them explicit in the pedagogical design of the course, may maximize use of the space and foster greater learning.\"}]","From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning - Article 8 | PDF"]