“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking

Education 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 close...

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Main Author:	Victoria Chen
Format:	Article
Language:	English
Published:	University of Windsor 2015-06-01
Series:	Collected Essays on Learning and Teaching
Subjects:	active learning classroom open-minded thinking active learning undergraduate students
Online Access:	https://celt.uwindsor.ca/index.php/CELT/article/view/4235

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spelling	doaj-38e0cc0015a042449ef749d032c518762020-11-25T03:05:53ZengUniversity of WindsorCollected Essays on Learning and Teaching2368-45262015-06-01810.22329/celt.v8i0.4235“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded ThinkingVictoria Chen0Queen's UniversityEducation 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 closed-minds. 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 open-minded 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.https://celt.uwindsor.ca/index.php/CELT/article/view/4235active learning classroomopen-minded thinkingactive learningundergraduate students
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Victoria Chen
spellingShingle	Victoria Chen “There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking Collected Essays on Learning and Teaching active learning classroom open-minded thinking active learning undergraduate students
author_facet	Victoria Chen
author_sort	Victoria Chen
title	“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking
title_short	“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking
title_full	“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking
title_fullStr	“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking
title_full_unstemmed	“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking
title_sort	“there is no single right answer”: the potential for active learning classrooms to facilitate actively open-minded thinking
publisher	University of Windsor
series	Collected Essays on Learning and Teaching
issn	2368-4526
publishDate	2015-06-01
description	Education 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 closed-minds. 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 open-minded 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.
topic	active learning classroom open-minded thinking active learning undergraduate students
url	https://celt.uwindsor.ca/index.php/CELT/article/view/4235
work_keys_str_mv	AT victoriachen thereisnosinglerightanswerthepotentialforactivelearningclassroomstofacilitateactivelyopenmindedthinking
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“There is No Single Right Answer”: The Potential for Active Learning Classrooms to Facilitate Actively Open-minded Thinking

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