Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach

Problem-based learning is the latest name for a teaching philosophy that as old Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group or “flipped” essential concept to encourage student collaborate in applying their gained knowledge solve problem. As traditional lecture-based has been challenged, design of classrooms called into question. A flat tiered room not seen an ideal setting collaborative work. In our own College Business, several were converted at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory transactional distance, whether moving flipped classes these high-tech improves experience. Transactional distance can be defined barriers exist student’s engagement with These arise due interaction between students and teacher, other students, subject matter content, instructional technology being used. Our results suggest that, from outcome standpoint, investment costly warranted—a welcome result times when university budgets are stretched limit.