English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place\udeasily over the traditional classroom. However, some features of these rooms could be viewed as “distracting”\udto students’ learning such as the multiple interactive screens. The purpose of this paper is to begin the\udconversation on how subtle roles in the learning environment could impact learning. Using a case study\udapproach, an activity from one course was chosen that exemplified how peers outside students’ immediate\udgroup can influence their learning. Based on the preliminary findings, it is suggested that being aware of these\udsubtle roles peers outside the group can have on students and making them explicit in the pedagogical design\udof the course can lead to maximizing the usage of the space to potentially foster greater learning.\u

From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students’ Learning