RUNNING HEAD: LEARNING SPACES

Literature Review: Learning Spaces

Lisa Helm
The University of New England

LEARNING SPACES

Overview
The changes and the implementation of new curriculum and High School Redesign in
Alberta warrant a shift from the traditional way of educating students. Inspiring
Education requires ethical citizenship, entrepreneurial spirit and engaged thinking. This
means the environments in which students learn have to vary by taking into
consideration: integration of technology, break out rooms for collaboration, opportunities
for project work, small group instruction, and opportunities for presentation and
experimentation in order for students to succeed in the 21st century. Literature discussing
the shift from traditional classrooms towards flexible spaces show how certain spaces
have the capacity for increasing student achievement by creating an
atmosphere of community and collaboration that will enhance student
engagement, inspire student inquiry and encourage teachers to alter
lesson delivery making learning rigorous and relevant.
History
The research concerning how learning spaces can impact student
learning is relatively new offering only a few empirical studies (Brooks
2012). Within the last decade there has been an increase in awareness
of how learning environments impact student learning, however there
is a need for research in this area (Harrop & Turpin 2013). Although
there exists several studies that focus on what happens in interactive
classrooms regarding technology (i.e. Distance learning, virtual
classrooms etc.) there is a scarcity of studies that discuss the effects of
scheduling, pacing and learning space (Alberta Education 2012).

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Spaces create community and collaboration.

The literature discusses how flexible learning space increases a
sense of community. By varying blocks of time so that students have
access to teachers as well as their peers increasing socialization.
Students crave continuance of groupings so that that they can forge
relationships (Tice 1997). The creation of a community of learners
usually occurs in a space that is inclusive with no physical barriers
(such as closed doors) with a central place for learning (a learning
commons) promoting community and inhibiting isolation (Cobos &
Lewallen 2009) for students as well as teachers. With the formation of
strong sense of collaboration comes a creation of knowledge where
students and teachers share a common goal, whether learning or
instructional (Lee & Schottenfeld 2014). Students and teachers
naturally come together when they share a common purpose
especially if the space is convenient and nurturing supporting variety
and ingenuity.
Spaces that enhance student engagement
Students thrive on social interaction and often find working with
others in a shared environment and sharing knowledge and questions
is what motivates learning (Harrop &Turpin 2013). Just as
collaboration is important the opportunity for autonomy of student
learning is essential for student engagement as well. The ability to

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choose a private space with no distractions is equally important

(Harrop & Turpin 2013) allowing for independence and quiet study.
Students have to feel as though they have choice in how they learn.
Appropriate work environments with a multitude of learning avenues
help facilitate this learning. This includes not only space for
collaboration and independence but vertical and horizontal workspaces
and a variety of technologies. (Lee & Schottenfeld 2014). Students
can view their learning as authentic, applicable and similar to real
world experiences they accept and adopt the same avenues of
discovery as collaboration, questioning and unpredictability that exists
in this real world. (Alberta Education 2014). Spaces can inspire
curiosity in students are not only collaborative but innovative and
interactive as well (McLaughlin &Faulkner 2012). Such spaces include
desk arrangement, space for collaboration, accessibility and
integration of technology and production labs as well as outdoors.
What is important, however, is that students have the opportunity to
discover and exchange and create knowledge. Something as simple
as changing the arrangement of a classroom from a lecture podium
and rows of desks towards an enhanced learning space with no
podium, marker boards in every corner of the room and tables will
increase student engagement (Brooks 2012).
Spaces that encourage student inquiry.

LEARNING SPACES

Education is not static. If we as educators want to see an increase

in student achievement we have to understand that the students we
teach are different than the students that were taught a generation
ago therefore we have to consider the WAY in which education is
Alberta is viewed from the perspective of both the student and the
teacher. In order succeed in the 21st century learning must extend past
the boundary of the school walls, therefore access to the global
environment is essential therefore immediate and convenient access to
technology and communication that helps students become a part of a
global community. (McLaughlin & Faulkner 2012). Enabling students to
make their way towards discovery by providing interactive and
updated technological space with enhance questioning and curiosity
(McLaughlin & Faulkner 2012). Students want to be more involved
with their learning and crave learning that is: more student centered,
flexible in blocks of time to work on projects, a wider choice of learning
spaces and materials in order to work on projects (Tice 1997).
Spaces and instructor behaviour
Learning spaces should be designed to help teachers fulfill
curricular expectations and school instructional goals (McLaughlin &
Faulkner 2012). Physical environment does effect instructor behaviour
and classroom activities (Brooks 2012). Creating a space that
supported small group inquiry allowed teachers to concentrate on
having students master difficult concepts and move towards natural

LEARNING SPACES

collaboration with other teachers and share effective teaching

practices. (Cobos & Lewallen 2009). Effective teaching spaces enable
teachers to alter the delivery of learning (McLaughlin & Faulkner 2012)
giving them opportunity to move away from traditional teacher at the
front of the class, students in rows towards a more student-centered
arrangement. How a teacher moves within a space and interacts with
his/her students and as well as his/her employment of activities
influences students on task behaviour (Brooks 2012). With a change in
instructional space teachers will have to consider relinquishing control
of learning and have students actively take part in how they will learn
(Alberta Education 2014).
Conclusion
In order for student to be successful in the 21st century they have to
develop the skills and knowledge to success be. It is illogical to
continue to teach students in an environment using the same
strategies that have been employed for the last century. The time of
dissemination of information is over. Students can Google anything
they wish to know, now they need the skills to read critically and
decipher the strong information from the weak . Students possess
minds that are curious and inquisitive therefore they must be given
opportunities and ask and answer why and how. This is in line with
the new curriculum created by the province of Alberta as well as the
society in which we live. It is only logical that the spaces in which the

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creation of knowledge takes place changes from the traditional into

ones that are more conducive to 21st century learning. As Harrop and
Turpin say, places where learning takes place must continue to be
refreshed and expanded to ensure ongoing relevancy to learners
(2013).

References
Alberta Education.(2014). We are changing the way we think because
the world is
Changing. Retrieved from: http://education.alberta.ca /aisi/cycle
5pdfs/0110.5.02.pdf
Brooks, Christopher D. (2012) Space and consequences: the impact of
different
formal learning spaces on instructor and student behavior.
Journal of Learning Spaces. (1)2. Retrieved from:
http://libjournal.uncg.edu/

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index.php/jls/article/view/285
Cobos, Irma &Lewallen, Joy. (2009) Effective results of an open concept
school. The
Education Digest (75)2. Retrieved from: http://search.proquest.
com.une.idm.oclc.org/docview/1008640345/FA6C9840A9B449C2
PQ/1?accountid=12756
Harrop, Deborah & Turpin, Bea. (2013) A study exploring learners
informal
learning space behaviors, attitudes, and preferences. New
Review of Academic Librarianship. Retrieved from: http://wwwtandfonline-com.une.idm.
oclc.org/doi/full/10.1080/13614533.2013.740961#abstract
Lee, Young & Schottenfeld. (2014) Collaborative knowledge creation in
the higher
education academic library. Journal of Learning Spaces (3)1.
Retrieved from:
http://libjournal.uncg.edu/index.php/jls/article/view/714
McLaughlin, Patricia &Faulkner, Julie. (2012). Flexible spaceswhat
students expect
from university facilities. Journal of Facilities Management. (10)2.
Retrieved
from:http://search.proquest.com.une.idm.oclc.org/docview/10086
40345/FA6C9840A9B449C2PQ/1?accountid=12756
Tice, Terrence. (1997) High School Reform. The Education Digest (63)3
Retrieved
From:
http://search.proquest.com.une.idm.oclc.org/docview/218198695
/596716806E4F42D3PQ/2?accountid=12756