Abstract:

Introduction:
Research on the nature of teaching and learning over the past decade has shown that the design of classrooms impacts the instructional/learning process and outcome, and may constitute a barrier to more innovative active pedagogies (Dittoe, 2003). Alternative designs, emphasizing collaboration, have emerged over the past few years with the goal of moving away from a teacher centered classroom to one that emphasizes collaborative interaction, discovery, and creation (Beichner & Cevetello, 2013). Most of these new classroom environments leverage the affordances of technology to create a more dynamic empowering and democratic spaces for students. However, very little research has been done so far to examine the impact of reinvented learning spaces on the processes of teaching and learning. The current research study addresses this gap.

The Context:
In an effort to promote new pedagogical approaches that encourage student collaboration and active learning, an American Liberal Arts university in North Africa, recognized for educational excellence and innovation established an interactive classroom in the fall of 2013, the first-of-its-kind in Egypt. Modeled after 27 classrooms at the University of Minnesota, the interactive classroom includes multiple flat-panel display projection screens (LCDs), as well as round tables that seat several students each to encourage collaboration and peer teaching. With their laptops and tablets connected to each table, students may upload their individual or group work to show on the screen at their table or on all screens at once, allowing them to present their projects for review by their classmates and instructors.

Methodology:
The paper is a case study of a university's experience in creating and utilizing a collaborative technology-enhanced learning space to introduce student-centered innovative teaching pedagogies. Utilizing a mixed-method approach, the researcher uses questionnaires, focus groups and interviews to answer the following questions:
1. To what extent is the room used to integrate collaborative learning experiences?
2. What are the challenges and opportunities afforded by the learning space in terms of facilitating collaborative learning?
3.How is technology used to shape the learning and teaching experience?

The participants in this study are 10 professors who utilized the room over 4 semesters and their students. Professors who agreed to take part in this study sat for a semi-structured interview and responded to a closed ended 30-item questionnaire. The students of participating instructors were solicited to respond to a questionnaire and were also asked to take part in class-based focus groups. The student solicitation process is still in progress.

Findings:
Preliminary thematic analysis of findings indicates that professors differ substantially in their perceptions and utilization of the room. The design of the learning space consistently emerged as an important driver to change in classroom practices; however, analyzed interviews so far imply a complex and highly varied role for technology as an enabler and barrier to innovative collaborative teaching in this room. The researcher expects to have the data analyzed within the coming two months.

Keywords:

Collaborative learning, active learning, learning spaces, innovative pedagogies.