This action research project examined how Active Learning Classrooms (ALCs) are designed, utilized and supported at Ohio State University. Designed to be flexible for both students and teachers, ALCs are complex, requiring institutions to rely on designers, facilities and technical staff to implement and support them. To understand OSU’s local context classroom designers, IT technicians, facilities, faculty, and students were studied to shows how these roles impact the design and use of ALCs. Using a case study that included survey responses, interviews, and field observations, this project yielded multiple recommendations for designing, supporting, and maintaining ALCs.
The literature reviews focused on research at K-12 and higher education institutions. This research examines how ALCs create impact on learners and faculty using the space. During the analyzing of the research, it is found that there is not enough focus on how to support staff service ALCs. The case study provides practical examples of how to support staff service ALCs at OSU. The discoveries from the case study show that there are disconnects between the support staff and stakeholders.