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

Autor: Kariippanon KE; Early Start, School of Health and Society, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia., Cliff DP; Early Start, School of Education, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia.; Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, NSW, Australia., Lancaster SJ; Early Start, School of Health and Society, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia., Okely AD; Early Start, School of Education, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia., Parrish AM; Early Start, School of Health and Society, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia.
Jazyk: angličtina
Zdroj: PloS one [PLoS One] 2019 Oct 04; Vol. 14 (10), pp. e0223607. Date of Electronic Publication: 2019 Oct 04 (Print Publication: 2019).
DOI: 10.1371/journal.pone.0223607
Abstrakt: 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.
Competing Interests: The authors have declared that no competing interests exist.
Databáze: MEDLINE
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