Learning Spaces

Learning Spaces
Investigating learning spaces within the context of education
Presented by S. Slack

Introduction
“… a learning space should be able to motivate learners and promote learning as an
activity, support collaborative as well as formal practice, provide a personalized and inclusive
environment, and be flexible in the face of changing needs…” (JISC, 2006, p. 6).
Learning spaces are no longer simply viewed as being merely a traditional classroom
environment, they are the spaces through which students are able to engage and interact.
Where teachers are able to meet the needs of a diverse range of students. Where students
can be stimulated through the use of new learning environments that allow them to break
away from what was once the ‘traditional’ classroom.
Due to the changing and diverse needs of learners today, it is vital that teachers have an
understanding of different learning spaces. This includes an understanding of the strengths
and weaknesses of a variety of learning spaces, the environments physical attributes and the
implications this has on curriculum, pedagogy, teachers and students.
This presentation will explore five learning spaces: ‘the classroom and school’, ‘beyond the
classroom’, ‘the electronic learning space’, ‘the individual learning space’ and ‘the group
learning space’. It will also explore learning in the 21st century and how learning spaces of the
future will change to meet the needs of students affected by issues impacting on society.

The Classroom and the School
Physical
The pictures seen on the left are examples of real life classrooms, the top one is a
grade 2 class and the bottom two are Prep classes. In these pictures a number of
physical features can be found, including:
• Natural lighting
• Technology, i.e. interactive whiteboard
• Desks and chairs
• A ‘home corner’
• Writing implements
• Floor space
• Displays of students work, i.e. posters and artwork.
The advantages of these learning spaces are visually appealing, allow for students
to easily understand how to move about the room and the spaces engage students
as they allow for student work to be displayed which creates a sense of ownership
and pride within the classroom. However, weaknesses are also present as the
classroom can be seen as military and without a sense of adaptions to the individual
needs of the students (Cinar, 2010).
Photos (top to bottom), Grade 2 Classroom; Prep Home Corner; Prep Work Area
All photos are personally taken from a local primary school

The Classroom and the School

Key Areas of Importance for Teachers and Students
These include:
• Access to natural sunlight to enhance concentration
• Groups of tables that allow for student collaboration and discussion about
various tasks
• Tables set out in lines (left), which can be useful as all students can easily see
the board and can work individually (Cinar, 2010)
• Areas around the room such as the ‘reading corner’ that allow for students to
engage in other aspects of curriculum and aid in their individual development
• Students are able to view the outdoors (Douglas & Gifford, 2001).
Photos (top to bottom), Grade 2 reading corner, Grade 1 classroom, Grade 1 Carpet Area
All photos are personally taken from a local primary school

Gardens as Outdoor Classrooms, 2013

Beyond the Classroom
Physical
Learning spaces are not limited to merely a classroom setting, much of students learning takes place
beyond the classroom in settings, such as the wider community and through incursions and
excursions. These allow the students to step out of the everyday classroom and can engage students
that may not respond to mainstream teaching (Lorenza, 2009). It can cause anxiety and
misconceptions when students are adequately prepared for the experiences, however, the positives
of going beyond the classroom are rewarding (Lorenza, 2009).
Curriculum and Pedagogy
Excursions and incursions aid in students growth emotionally, socially, physically, and academically.
It allows for students to experience and engage with real-life stimulus, such as gardening (shown to
the right), and helps students to gain a greater understanding of theories, cultures and concepts that
they have explored within the classroom (Johnson, 2009). Taking students outside the classroom, can
however cause problems if the learning space is not planned properly, and as a result teachers may
opt for an easy way out and students miss out of meaningful experiences.
Students have the opportunity to gain an increase in their “self-esteem, self-confidence, motivation,
social behaviour, awareness and interaction" (Lorenza, 2009, p. 24). It also caters effectively for
students with diverse learning needs.

The Electronic Learning Space
Physical
This space, as can be seen in the photographs to the left, incorporates a wide variety of ICT’s. These include, but are not limited
to, computers, laptops, iPads, SmartBoards, camera’s, video conferencing, Skype, kindle’s and tablets. It encompasses four uses;
used as a tutor, used to explore, applied as a tool and used to communicate. The use of such ICT, with the guidance and
scaffolding of the teacher is beneficial in improving and making practices more efficient. It provides students with opportunities
to engage in activities that are interactive and hands on. The weaknesses of this learning space are that students can become
easily distracted, and with their knowledge of ICT, can easily go off task and access inappropriate information without the
teachers knowledge. These technologies can also be expensive and may not be readily available to all students, both inside and
outside of the classroom.
This type of learning space allows for the creation of self-directed learning. Teachers are able to use certain applications and
websites to set tasks and monitor student progress and achievement in an efficient and easy way. The use of an electronic
learning space can become tedious for teachers as it may require significant up keep and professional development in order to be
used effectively.
• Students can engage and continue with class work outside of the classroom
• Student progress can be monitored online and feedback can be given more efficiently
• Students are able to investigate and advance their knowledge in topics of interest
• If used effectively, it provides hands on learning experiences that cater for visual learners
• Allows for the sharing of files and work with family and friends
• Can be used as a communication tool between teacher and parents to keep the lines of communication open
(Black, 2008; Laurillad, 2005; Twining, 2009)

Photos (top to bottom): Interactive whiteboard, utilizing iPads for music, laptops in the classroom

The Individual Learning Space
Individual learning spaces are set up by the students, or possibly parents. It is where individual work or study is often
completed, whether at school or at home. To the left are two examples of an individual learning space.
They:
• Cater for the individuals learning style and needs
• Do not need to be merely a desk workspace
• Can include laptops, computers, desks, beds, outside areas, bean bags, cushions, couches, nature etc.
The desk (left), has all the study materials needed for this individual, they are easily accessed, the desk is facing a wall to
avoid distraction, there is natural lighting from a near by window and the room is air-conditioned for easy temperature
control. This however, do not cater for group collaboration, or engagement with peers.

Individual learn spaces
Study area within the house

Due to it being an individual space, students are able to set up their space how they learn best in order to engage with the
work set. It is in individual learning spaces where students generally complete their homework and assignments, thus their
learning space can either have a positive effect or be a hindrance for their study. If their study area is too noisy, set up in front
of the television, in an area of the house with high traffic, it can be distracting and cause the student to do work that is
incomplete and not up to their normal standard of work. Although not all students will be able to effectively work
individually, and may need an individual space set up next to, or around other students, it is important that students learn to
engage with material and curriculum as an individual. Within classroom activities students could be given choices on where
to complete individual work, such as on bean bags, outside the classroom in the shade, at their desks, on a carpeted area.
This allows students become familiar with where they best learn.
Key Importance for Teachers and Students
•
•

Alternative study area –
bed and laptop

•

Teachers can inform and guide students in how to effectively set up their own individual learning spaces to cater for their
individual learning styles.
Allowing students to choose where they complete individual work can achieve a greater sense of independence and
enhance their learning
Allows for students to take responsibility for their learning

The Group Learning Space
A group learning space is an area or space where several students working together – they may or may not be a cooperative or
collaborative learning space as well. As the physical sets to the left show, group learning spaces can be set up by ‘group’ or
gathering around sets of desks and chairs, the use of ample carpet space, or by gathering around a computer. The strengths of
this type of work is that student can engage in cooperative or collaborative work if the teacher has set this up effectively,
caters for the individual needs and diversity of students, groups can be ability based or missed ability depending on the
activity, to ensure that all students are given the opportunity to learn (Hyde, Carpenter & Conway, 2011; Your Voice, 2010).The
weaknesses are that not all students will enjoy a group learning space, if the groups are not designed right certain, students
may take over the discussion and do the work for other students. As can be seen in the middle photo, students may be seated
too far apart for the given group work and as a result the classroom can become to noisy, students may go off topic if not
closely monitored.
Curriculum & Pedagogy
This type of learning space enables all students to work together, no matter their individual ability, and fosters the growth
intellectually, socially and emotionally for all students involves. It allows for a range of answers to problems, not one single way
of working and as such allows them to effectively ‘bounce’ ideas off each other. It can be more engaging and interactive use of
curriculum than individual work, and as covered in the current Australian Curriculum, links to developing skills within the
general capabilities (ACARA, 2011). However, as current research suggests, ‘group learning space’ needs to be less ‘traditional’
group work and learn more towards teacher set up, cooperative and collaborative working spaces that allow for equal
contribution so no students are simply receiving a ‘free ride’ (Dumant, Istance & Benavides, 2010; Hyde, Carpenter & Conway,
2011; Slavin, 2010).
•
•
•
•

Engages and caters for the diversity of students within the classroom
When set up effectively it can support students with special learning needs
Allows for students to work together on difficult tasks
When used with mixed ability groupings it can extend the lower achieving students if monitored closely

Photos (top to bottom): Group set up within a classroom; students working in groups; reading within small groups

Learning in the 21st Century
Learning spaces in the 21st century can be predicted as heavily changing from what we view as
effective learning spaces today. With the impact of a range of issues such as climate change
meaning the migration and merging of cultures due to unliveable land, the move towards a
sustainable future and decreasing the impact we have on society and the increase in technology, it
can be clearly seen that the way learning spaces are designed now will need to drastically change.
On the top left, the focus towards a collaborative classroom, where the classroom is quickly and
easily adaptive to the needs of the students. No longer is there the traditional seating
arrangement of rows of desks and chairs. But learning in the 21st century is more than ‘bean bag’
chairs, that does not consolidate or explain how students will be educated.
Learning spaces of the future will go beyond the classroom and back to the basics of learning,
where teachers from different backgrounds, cultures and ethnicities can engage and immerse
students in rich learning experiences which allow for global connections. It will bring the real world
into the classroom, but also allow for students to have input into the design of their learning
space. Class sizes will be kept to a minimum to allow for flexibility, group cohesion and a
supportive learning environment.

When it comes down to the core of the learning space of the 21st century, it is all about the
students, enabling them to engage, without the inflexible structures that are forced upon them.
Encouraging innovation through their individual needs. Any learning space, needs to take into
account its purpose – to allow for students to learn.

References
Australian Curriculum, Assessment and Reporting Authority. (2011). General capabilities. Retrieved from http://www.acara.edu.au/curriculum/general_capabilities.html.
Black, R. (2008). Beyond the Classroom: Building New School Networks. Camberwell, Victoria: ACER Press.
Cinar, I. (2010). Classroom geography: Who sits where in the traditional classroom? Journal of International Research, 3(10), 200-212.
Dawson, G. (2013). Turning school gardens into outdoor classrooms. Retrieved from http://modernfarmer.com/2013/08/using-school-gardens-classrooms/.
Douglas, D. & Gilfford, R. (2001). Evaluation of the physical classroom by students and professors: a lens model approach. Educational Research, 43(3), 295-309.
Dumont, H. Istance, D, and Benavides, F. (2010). The Nature of Learning: Using Research to Inspire Practice. OECD Publishing URL.
Frey N., Fisher, D. & Everlove, S. (2009). Productive group work: how to engage students, build teamwork and promote understanding. United Stated of America: ASCD
Hyde, M., Carpenter, L. & Conway, R. (2011). Diversity and inclusion in Australian schools. South Melbourne, Victoria: Oxford University Press.
Jakes, D. (2010). What makes an effective learning space. Retrieved from http://jakes.editme.com/effectivespaces.
JISC. (2006). Designing spaces for effective learning: A guide to 21st century learning space design. Retrieved from
http://www.jisc.ac.uk/uploaded_documents/JISClearningspaces.pdf.

Johnson, J. (2009). Beyond four walls: experiential and situated learning. Teacher, 18-20.
Laurillard, D. (2005). Harnessing technology to personalize the learning experience. In S. Fretias (Ed), Personalizing learning in the 21st century. London, Great Britain: Continuum
International Publishing.
Lorenza, L. (2009). Beyond four walls: why go beyond the bounds of school? [online]. Teacher. (198), 22-25.
Slavin, R (2010). Co-operative learning: what makes group-work work? The Nature of Learning: Using research to Inspire Practice, OECD.
Twining, P. (2009). Exploring the educational potential of virtual worlds – some reflections from the SPP. British Journal of Educational Technology, 40(3), 496-514.
Your Voice. (2010). Does 'Group Work' Work? Is It the Best Way for Children to Learn?. YouTube video. Retrieved from http://www.youtube.com/watch?v=Tdt-b4yMpM&feature=youtu.be.

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