Supplemental data table for research article "Stuck at the Front - Instructor Perceptions of Proximity and Engagement in Traditional Learning Spaces"
Year: 2026
Type: supplementary-materials
Abstract: This supplementary dataset contains the qualitative coding framework developed from open-response survey data and focus group transcripts collected from instructors teaching large undergraduate classes of 50 or more students at two higher education institutions. The broader study examined how the physical characteristics of traditional lecture halls may act as barriers to student-centred teaching and learning. In particular, the study explored the hypothesis that traditional large-class learning spaces can restrict instructors’ physical proximity to students, limit interactions between instructors and students and among students themselves, and constrain instructors’ ability to implement active learning strategies. The qualitative data examined instructors’ perceptions and experiences of how learning-space design and instructor proximity influenced classroom interactions, student engagement and learning, pedagogical choices, and classroom management. Qualitative responses were analyzed using an inductive thematic analysis approach. The supplementary table documents the resulting themes and codes and provides representative participant quotations to demonstrate how the data were interpreted and categorized. It therefore provides additional transparency regarding the analytical process and supporting evidence for the qualitative findings reported in the associated study. All quotations included in the dataset have been de-identified to protect participant confidentiality. The supplementary material contains selected illustrative excerpts and coding information rather than complete survey responses or focus group transcripts.
Source: Borealis
DOI: 10.5683/sp4/yjio3r
Authors: Pickell, Laura, Sierdsma, Megan, Hrach, Susan
Institutions: Carleton University, Columbus State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7207601031