Supplemental data table for research article "Stuck at the Front - Instructor Perceptions of Proximity and Engagement in Traditional Learning Spaces"

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.