Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or “flipped” learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student’s engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted—a welcome result in times when university budgets are stretched to the limit.

中文翻译：

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评估翻转学习和协作学习的学习空间设计：一种交易距离方法

基于问题的学习是与古希腊一样古老的教学理念的最新名称。无论您将其称为苏格拉底式探究、基于案例的教学、基于问题的学习、交互式小组学习还是“翻转”学习，其基本概念都是鼓励学生合作应用他们所获得的知识来解决问题。由于传统的课堂教学受到挑战，教室的设计受到质疑。平坦或分层的房间不被视为协作工作的理想场所。在我们自己的商学院，几个传统的教室被花费了相当大的费用改成了基于问题的学习教室。本文使用基于 Michael G. Moore 的交易距离理论的度量来评估，将翻转课堂转移到这些高科技教室是否会改善协作学习体验。交易距离可以定义为学生参与学习体验的障碍。这些障碍是由于学生与教师、其他学生、学科内容和所使用的教学技术之间的互动而产生的。我们的研究结果表明，从学生参与度和成果的角度来看，对昂贵的高科技教室的投资是不值得的——在大学预算捉襟见肘的时代，这是一个受欢迎的结果。其他学生、主题内容和所使用的教学技术。我们的研究结果表明，从学生参与度和成果的角度来看，对昂贵的高科技教室的投资是不值得的——在大学预算捉襟见肘的时代，这是一个受欢迎的结果。其他学生、主题内容和所使用的教学技术。我们的研究结果表明，从学生参与度和成果的角度来看，对昂贵的高科技教室的投资是不值得的——在大学预算捉襟见肘的时代，这是一个受欢迎的结果。