Students in STEM (Science Technology Engineering & Maths) classes with traditional lecturing are 1.5 times more likely to fail their course than students in classes with active learning (Freeman et al., 2014). Students engaged through modes of active learning can develop higher conceptual understanding and achieve greater success than students engaged in didactic paradigms (Dori & Belcher, 2005). Such statements, combined with what we know about authentic, digital-social age pedagogy and learning habits, demand that higher education looks closely at its built pedagogy and the nature of its commitment to built space.
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