Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school.

Katharina E Kariippanon,Anthony D Okely,Anne-Maree Parrish,Dylan P Cliff,Sarah J Lancaster,Heather Erwin

doi:10.1371/journal.pone.0223607

Katharina E Kariippanon, Anthony D Okely + Show 4 more

Open Access

https://doi.org/10.1371/journal.pone.0223607

Copy DOI

Abstract

Globally, many schools are replacing traditional classrooms with innovative flexible learning spaces to improve academic outcomes. Little is known about the effect on classroom behaviour. Students from nine secondary schools (n = 60, M age = 13.2±1.0y) were observed via momentary time sampling for a 30 minute period, in both a traditionally furnished and arranged classroom and a flexible learning space containing a variety of furniture options to accommodate different pedagogical approaches and learning styles. The teaching approaches in both conditions were documented. In traditional classrooms the approach was predominantly teacher-led and in the flexible learning space it was student-centred. Students in flexible learning spaces spent significantly more time in large group settings (d = 0.61, p = 0.001), collaborating (d = 1.33, p = 0.001), interacting with peers (d = 0.88, p = 0.001) and actively engaged (d = 0.50, p = 0.001) than students in traditional classrooms. Students also spent significantly less class time being taught in a whole class setting (d = -0.65, p = 0.001), engaged in teacher-led instruction (d = -0.75, p = 0.001), working individually (d = -0.79, p = 0.001), verbally off-task (d = -0.44, p = 0.016), and using technology (d = -0.26, p = 0.022) than in traditional classrooms. The results suggest that the varied, adaptable nature of flexible learning spaces coupled with the use of student-centred pedagogies, facilitated a higher proportion of class time interacting, collaborating and engaging with the lesson content. This may translate into beneficial learning outcomes in the long-term.

Highlights

The education sector is undergoing a paradigm shift that encompasses both innovative built learning environments and significant reform of the pedagogical core [1,2], to better prepare students across all curriculum areas and learning stages to succeed in a rapidly changing and interconnected world [3,4]
With respect to the learning setting, students in flexible learning spaces spent less class time working as a whole class (d = -0.65, p = 0.001), more time working in groups of more than six students (d = 0.46, p = 0.004) and in groups of up to six students (d = 0.61, p = 0.001) compared with students in traditional classrooms, resulting in moderate effect sizes
This study evaluated differences in student classroom behaviour between traditional classrooms and flexible learning spaces

Summary

Introduction

The education sector is undergoing a paradigm shift that encompasses both innovative built learning environments and significant reform of the pedagogical core [1,2], to better prepare students across all curriculum areas and learning stages to succeed in a rapidly changing and interconnected world [3,4]. An array of learning environments are emerging. Flexible learning spaces facilitate engagement in secondary school

Objectives

Results

Conclusion