| Summary: | This inquiry involved a study of procedures, tactics, and techniques for design, development, and implementation of a model electronic classroom that fosters instructional enrichment in the educational environment. The term "electronic classroom" refers to rooms equipped with computers for use by students and faculty. In contrast, the traditional classroom is a learning environment with chairs, tables, blackboards, and chalk, but without computers. The primary reason for this study is to address problems that arise when designing electronic classrooms. The model will provide solutions to problems that arise because of the rapid increase in the number of new electronic classrooms in schools, the conversion of old classrooms into e-classrooms, poor planning, and limited funding to support multiple disciplines and learning styles. The goal of this inquiry was to develop a model for electronic classrooms in higher education to facilitate student and teacher satisfaction, thus resulting in significant increases in student retention, engagement, and interactivity. This model is based on findings in the literature and a case study of advanced electronic classrooms ongoing at Pace University, New York. Key factors that contributed to effective electronic classroom utilization in university settings are the focus. This investigation includes the results from implementations of an advanced electronic classroom and a traditional classroom. The electronic classroom, situated in the Pace University Library, supported 28 student workstations and a teacher workstation. The primary subjects included 26 students in the experimental group and 20 students in the control group.
Participants were asked to complete a satisfaction survey. Some students and faculty were interviewed. The experimental setting utilized interactive student response pads and a teacher controlled Robotel® System. In addition, the setting included recessed furniture that accommodated the computer equipment. As anticipated, students who received instruction in the electronic classroom for a 14-week semester showed either an increase or sustained level of satisfaction. Also, as predicted, students in another section of the same course set in a traditional classroom did not show any significant increase in satisfaction according to the surveys. The same instructor taught both class sections during a given semester utilizing the same syllabus.
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