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

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.

School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed‐Methods Systematic Review

“…In another study, 29 the 60 students observed cross‐sectionally spent significantly less class time being taught in a whole‐class setting, engaged in teacher‐led instruction and working individually in flexible learning spaces. Furthermore, students were observed spending significantly more time in group settings and collaborating in the flexible learning spaces than in traditional classrooms.…”

“…The 2 studies by Kariippanon et al, 29,30 were cross‐sectional with students spending a double period lesson (mean time = 80 minutes) in the flexible learning spaces. The remaining 3 studies by Byers 26,27 and Imms and Byers 28 were prospective.…”

“…Overall, one study 30 reported only movement behavior outcomes, 4 studies reported only educational outcomes, 26‐29 and one study 18 presented movement behavior, wellbeing and educational outcomes.…”

“…Two studies 28,29 found that students experienced increased interaction with their peers in the flexible learning space. In one study, 28 students also reported a positive effect on the student‐teacher relationship in the flexible learning space.…”

“…Given that only 6 studies met the selection criteria, confirms that this field is considerably under‐researched. Only one stuy 18 examined the effects of flexible learning spaces on movement behavior and learning behavior outcomes, while 2 studies conducted among the same cohort of students investigated differences in sedentary behavior 30 and learning behaviors 29 . The remaining 3 studies 26‐28 were carried out in the same school and only examined learning behaviors and academic outcomes, in alignment with educational research and school priorities.…”