Increasingly, Active Learning Classrooms (ALCs) are being designed and built by higher education institutions to support instructors in adopting and implementing active learning pedagogies. In this study, we explore how instructors perceive changes in their teaching after teaching in ALCs. Our study focuses on the perceptions of faculty members who have completed a year-long professional development around teaching in ALCs. We conduct place-based interviews with nine such faculty members to examine their perceptions of their changing pedagogies of specific ALCs. Using thematic analysis, we categorized faculty’s perceptions of the affordances of ALCs for their teaching and student learning into three major themes: (1) ALCs afford visibility and instructor presence, (2) ALCs afford better feedback and apprenticeship, and (3) ALCs afford intimate conversations and student dialogue. Finally, we draw on data from the interviews to explicate each theme in turn before discussing commonalities and tensions among the themes. These three themes present an entry point for professional development designers, instructors, and other institutional stakeholders to understand how instructors orient active learning pedagogues to learning spaces.

越来越多的高等教育机构正在设计和建造主动学习教室（ALC），以支持教师采用和实施主动学习教学法。在这项研究中，我们探索了在ALC中进行教学后，教师如何感知其教学中的变化。我们的研究重点是围绕ALC的教学完成了为期一年的专业发展的教职员工的看法。我们与九名这样的教职员工进行了基于地点的采访，以检查他们对特定ALC的教学方法变化的看法。使用主题分析，我们将教师对ALC提供的教学和学生学习的看法归纳为三个主要主题：（1）ALC提供可见度和教师存在感；（2）ALC提供更好的反馈和学徒制；（3）ALC提供密切的对话和学生对话。最后，在讨论主题之间的共性和矛盾之前，我们利用访谈中的数据依次阐述每个主题。这三个主题为专业开发设计师，讲师和其他机构利益相关者提供了一个切入点，以了解讲师如何将主动学习者定向到学习空间。