Teaching in a computer lab environment gives additional challenges, particularly when it comes to interaction, collaboration, and engagement among students. The class arrangement and layout affecting social dynamics within the classroom significantly impact the learning experience. In my teaching, I have observed how the physical environment, the placement of computers, and student seating choices influence group dynamics and peer support networks. Addressing these factors has been key to creating a more interactive and supportive learning atmosphere.
One of the primary challenges I faced was the setup of a room with 40 computers arranged in five rows. The structure of the room made it difficult for students to move around easily, particularly in the longer rows, which limited spontaneous interaction. I also noticed a pattern where students consistently chose the same seats and tended to collaborate with the same peers. While familiarity can be beneficial, it also reinforces social silos and limits exposure to diverse perspectives and collaborative opportunities.
To address this, I initiated a discussion with the student representatives during the unit summary and planning meeting. I suggested the idea of implementing a randomised group setup and a forced seating arrangement to encourage students to work with different peers. The student representatives supported this initiative on behalf of their peers, recognising the potential benefits of increased interaction and knowledge sharing. We decided that this approach would be applied to both offline and online sessions.
For offline sessions, the introduction of a randomised seating arrangement helped break the habitual seating patterns, fostering new connections and collaborations. It encouraged students to step out of their comfort zones and engage with different perspectives, ultimately strengthening their problem-solving and teamwork skills. Additionally, this change improved accessibility within the room, as students were more willing to navigate the space rather than feeling confined to their usual spots.
Online sessions posed a different set of challenges, particularly in maintaining an interactive and engaging learning environment. Unlike physical spaces, where students naturally interact, online settings can feel isolating and passive. To counteract this, we invested in a wireless microphone and a webcam with a stand, which allowed for more dynamic session delivery. These tools enabled a more interactive approach by facilitating better communication and ensuring that students could actively participate, regardless of their physical location.
Incorporating these changes also meant revisiting the structure of tutorials and sessions. We experimented with different formats, such as breakout rooms, peer reviews, and guided discussions, to maintain engagement and encourage collaborative problem-solving. By continuously refining the number and type of tutorials offered, we were able to tailor sessions to the needs of students while ensuring they remained interactive and immersive.
Through these efforts, I have seen a positive shift in student engagement and collaboration. The strategic use of space, technology, and group structuring has fostered a stronger support network among students, enhancing their learning experience. While challenges remain, continuous adaptation and dialogue with students will ensure that the learning environment remains inclusive, dynamic, and conducive to both individual and collective growth.