Flexible Learning Spaces

Kariippanon et al. (2018) conducted interviews and group discussions with 12 school principals, 35 teachers, and 85 students from four primary and four secondary schools in Australia to gather data related to flexible learning spaces. They aimed to explore the relationship between flexible learning spaces and student-centered pedagogy, self-regulation, collaboration, autonomy, and engagement. According to Kariippanon et al. (2018), “flexible learning spaces were reported to facilitate student-centred pedagogy and self-regulation, collaborations and student autonomy and engagement” (p. 301). Kariippanon et al. (2018) also concluded that in order for differentiated teaching and personalized learning to take place, the classroom should not be set up in a traditional manner, but rather, in a differentiated, flexible arrangement.

According to the previously mentioned study from Kariippanon et al. (2018), “modified spaces were reportedly more enjoyable, comfortable, inclusive, and allowed greater interaction” (p. 301).

Kariippanon et al. (2019) carried out a school-based cross-over trial study to learn more about the impact flexible learning spaces can have on student behavior. Their study involved students from nine different secondary schools, where purposive sampling was used to identify schools that had developed at least one classroom with a flexible learning environment. Changes to the classroom included alterations to the physical environment, as well as the pedagogical approaches used in the space. The classes involved were grade 7-9 classes from 12 different public schools in Australia. Students’ behavior during class was observed using momentary time-sampling. The instrument used was based off an observational tool called the Classroom Observation System, COS-5 Pianta. The purpose of this tool is to record the frequency of a range of different behaviors and experiences that can be observed within a school classroom. Traditionally arranged classrooms and flexible learning spaces were both observed for 30-minute periods. “In traditional classrooms the approach was predominantly teacher-led and in the flexible learning space it was student-centred” (Kariippanon et al., 2019, p. 1). Students in the flexible learning spaces spent less time verbally off-task, being engaged in teacher-led instruction, working independently, and negatively interacting with others.

The study from Kariippanon et al. (2019) also found that students in flexible learning spaces spent significantly more time collaborating, working in groups of more than six students, actively engaging with the lesson content, and positively interacting with others than in the traditionally set up classroom.

Results from Kariippanon et al. (2018), Kariippanon et al. (2019), and Mulcahy et al. (2015), all point to flexible learning spaces fostering more student-centered pedagogical approaches.