Spatial communication and team-based learning

Spatial separation of communicating parties can have a profound effect on the efficacy of communication between parties. This paper will examine the effect of spatial proximity and communication effectiveness in a team-based learning (TBL) environment. Team-based learning is the use of learning teams to enhance student engagement and the quality of student or trainee learning. Team-based learning was first popularized by Larry Michaelsen, the central figure in the development of the TBL method while at University of Oklahoma, as an educational strategy that he developed for use in academic settings.

During the spring 2018 semester, two sections of a principles of economics course were taught in adjacent classrooms with very different seating arrangements. In the first, the traditional rows of single-person seating were utilized. Each week students were assigned assignments to be completed in groups assigned by the instructor. During the team-based learning activities students were asked to change their seats to sit with their groups. In the second classroom, students sat around tables that formed "pods" of four students. The students always sat in the same configuration regardless of the teaching presentation. An identical curriculum was presented in both classrooms, and differences in communication patterns were observed. As expected, the classroom with pods exhibited much more verbal communication--productive and unproductive in nature. The paper attempts to link the different observed communication patterns with academic performance and student engagement satisfaction. Academic performance was measured using a system of pre and post tests. Student evaluations of engagement were measured using an anonymous in-class survey.