Review of In-class Active Learning Observation Protocols

This review paper examines the literature on classroom observation methods with an emphasis on observation protocols that are appropriate for active learning classrooms in engineering. Classroom observations have been used for professional development (e.g., formative feedback, evaluation of teaching) and administrative assessment (e.g., program evaluation). The focus of this work is to identify a protocol for collecting observation data to provide insight into active learning activity in STEM education and to inform design decisions for future active learning classroom space and technology design. With the emergence of purpose-built active learning classrooms, observations can capture active learning pedagogies and characterize the fit between teaching strategies and space affordances. This paper provides an overview of classroom observation protocols, and particularly those that were designed for active learning pedagogies. The review of these protocols identifies the advantages of each, and the aspects of the protocols that are suited to providing information on space design. Active classrooms typically include a physical layout that supports collaborative learning, and technology that supports interaction. To produce feedback on space design, a protocol should provide insight on the way STEM instructors makes use of both the physical layout and the technology to realize their teaching goals. We found that the existing protocols meet many, but not all of the requirements. We propose a hybrid protocol, that combines two existing frameworks, specifically aimed at providing information for active classroom design.