Classroom seating arrangements: Instructional communication theory versus student preferences

Abstract

A study is reported which investigated student preferences for style of classroom arrangement (traditional straightrow, horseshoe, and modular) and seating preferences within each style. Results indicate that arrangement preferences are influenced by both attractiveness of the course involved and student communication apprehension level. It is concluded that manipulation of either type or amount of communication in a classroom may be more difficult than previously believed and that such manipulations have a high probability of engendering negative affect in students which could hinder learning.