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A study in a fourth-year psychology course uses a pre- and post-course Actively Open-minded Thinking questionnaire (Stanovich & West, 1997) showing increased open-mindedness over the term. The discussion connects educational spaces to changes in student thinking.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/there-is-no-single-right-answer-the-potential-for-active-learning-2015-celt-vol-viii/598736/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/there-is-no-single-right-answer-the-potential-for-active-learning-2015-celt-vol-viii/598736.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the author question traditional lecturing as a learning environment?","Question",{"text":62,"@type":63},"The author argues that lecturing with minimal interaction and passive learning limits discussion, discourages questions, and creates hierarchical barriers between instructors and students, reducing exposure to multiple perspectives.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does Active Learning Classrooms (ALC) aim to change student thinking?",{"text":67,"@type":63},"ALC changes the physical and interaction design by arranging students in groups, enabling peer talk and idea sharing, and shifting the focus away from the instructor as the sole authority toward students and their perspectives.",{"name":69,"@type":60,"acceptedAnswer":70},"What evidence is provided to support the impact of ALC on open-minded thinking?",{"text":71,"@type":63},"In a fourth-year psychology course, the instructor redesigned the course using ALC features and administered an Actively Open-minded Thinking questionnaire before and after the term. Results indicated open-minded thinking increased over the term.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598736,1792933577,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","“There is No Single Right Answer”:   \nThe Potential for Active Learning 2015 CELT Vol. VIII  \n[celt. uwindsor.ca](celt. uwindsor.ca)  \n[www.stlhe.ca](www.stlhe.ca)  \nClassrooms to Facilitate Actively   \nOpen-minded Thinking  \nVictoria Chen  \nQueen’s University  \nEducation is meant to open your mind, but is that what universities are really doing? Rather than fostering open-minded thinking, the format of lecturing, the lack of interaction among students and instructors, and the passive nature of learning are likely producing the opposite, students with closedminds. The development and implementation of Active Learning Classrooms (ALC) has the capability to counteract this negative trend by providing a configuration suited for more collaborative learning and opportunities for students to share their thoughts, hear other perspectives from peers, and have the potential to become more open-minded. A description of a study on students in a fourth year psychology course is provided in which the instructor changed her course in order to use the ALC to its fullest capacity. Students were also given an Actively Open-minded Thinking questionnaire (Stanovich & West, 1997) pre and post course, with results indicating that openminded thinking increased over the term. Although there are many components that could contribute to this result, the impact that educational spaces may have on student learning are discussed.  \nIntroduction  \nIndseeapldy ofaboopuningcousruedceontntse’mnt,indsmo inquirecourses meloic  \nstudent questions such as “Will this be on the exam?”and “What is the right answer for the exam?”Admittedly, during my undergraduate years all I wanted to know was whether the question would be on the exam and what answer was required to receive full marks. My curiosity for learning was absent, all non-exam information was ignored, and my main goal in class was to find the “correct answers” in order to achieve an A on the exam. This way of thinking could have been primarily due to the assessment format in most of my courses which typically were  \n200 item multiple choice questions; gaining a richer conceptual understanding did not provide an immediate dividend. But secondly, and perhaps more importantly, my mentality for learning was rooted in the lack of interaction and discussion I had with my instructor and fellow students.  \nIt was clear from day one that when the instructor stated, “No questions are stupid, please ask,” any student who interrupted the class to ask a question stopped the flow of the lecture resulting in frustration for the other students in the room. At the same time, you could not pose questions to your peers during class because the instructor would chastise you  \nfor talking in class. The lecture hall was designed as a space to listen to one person at the front of the room, not an appropriate place to have interactive conversations or ask off topic questions. Is this really the ideal environment for learning?  \nThe literature on learning spaces suggests that the answer is no. Lecture halls create a physical and emotional hierarchical barrier between the instructor and students, and among students themselves (Baepler & Walker, 2014) . The location of the instructor’s podium conveys the status of the instructor as the all-knowing leader and sole expert in the room, with students’ roles limited to listener rather than participant with valid contributions to learning. The format limits student to student interaction, and makes instructor to student interaction impersonal and disengaging (Baepler & Walker, 2014) . Without interpersonal interactions and exposure to multiple perspectives, I suspect students are less likely to consider different perspectives on a topic or an argument. For example, Toplak and Stanovich (2003) found that fourth-year students listed significantly fewer arguments against a position they held compared to students in first-year, suggesting students were possibly becoming less open-minded over ","cbCaivoeDcxYyPX3","https://ap.wps.com/l/cbCaivoeDcxYyPX3","pdf",238280,"English","# Introduction\n## Traditional lecturing and closed-minded outcomes\n## Learning-space literature and hierarchy barriers\n## Employer concerns and graduate mindset\n## Active Learning Classrooms (ALC) as an intervention\n## Classroom design and student-centered spotlight","[{\"question\":\"Why does the author question traditional lecturing as a learning environment?\",\"answer\":\"The author argues that lecturing with minimal interaction and passive learning limits discussion, discourages questions, and creates hierarchical barriers between instructors and students, reducing exposure to multiple perspectives.\"},{\"question\":\"How does Active Learning Classrooms (ALC) aim to change student thinking?\",\"answer\":\"ALC changes the physical and interaction design by arranging students in groups, enabling peer talk and idea sharing, and shifting the focus away from the instructor as the sole authority toward students and their perspectives.\"},{\"question\":\"What evidence is provided to support the impact of ALC on open-minded thinking?\",\"answer\":\"In a fourth-year psychology course, the instructor redesigned the course using ALC features and administered an Actively Open-minded Thinking questionnaire before and after the term. Results indicated open-minded thinking increased over the term.\"}]","“There Is No Single Right Answer” - The Potential for Active Learning - 2015 CELT Vol. VIII | PDF",1792087486,25]