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

Autoři: Katharina E. Kariippanon aff001;  Dylan P. Cliff aff002;  Sarah J. Lancaster aff001;  Anthony D. Okely aff002;  Anne-Maree Parrish aff001
Působiště autorů: Early Start, School of Health and Society, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia aff001;  Early Start, School of Education, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia aff002;  Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, NSW, Australia aff003
Vyšlo v časopise: PLoS ONE 14(10)
Kategorie: Research Article
doi: 10.1371/journal.pone.0223607


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.

Klíčová slova:

Behavior – Education – Human learning – Learning – Schools – Teachers – Built environment – Pedagogy


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