COMPARATIVE ANALYSIS OF THE IMPACT OF TRADITIONAL VERSUS INNOVATIVE LEARNING ENVIRONMENT ON STUDENT ATTITUDES AND LEARNING OUTCOMES
Terry Byers, Wes Imms, Elizabeth Hartnell-Young
This study compared two classroom designs in Australia: one was a traditional classroom design and the other was an ILE (Innovative Learning Environment). Over the course of one school year, in both spaces the study compared attitudes towards schooling, engagement, motivation and academic achievement.
The results showed a difference in students’ attitudes towards their learning and engagement in both of the classroom settings. In an ILE classroom a relationship was found between an increase in student behaviours and an improvement in academic achievement, particularly in subjects English, Mathematics and Humanities.
While this study focused on a single locale, a prominent correlation between the two different types of learning spaces and the influence on students’ education, engagement and academic achievement was found (Byers, Imms, Hartnell-Young, 2018).
"[The building has been] intentionally and purposely designed to create collisions- to encourage new kinds of collaborations by bringing people and resources together in new ways never imagined before - to tackle problems and issues that face society today."
"In the new science building, doing science will be a lot of fun for the students because it's engaging, it's motivating and it's a pleasant environment. It's a stimulating environment, but not just for the students who are there already but also to the next generation.”
-Dr. Ute Wieden-Kothe, professor of chemistry and biochemistry
The Destination Project, a new University of Lethbridge building, employs unique and innovative architecture. The outside wall is constructed from double glass walls which acts as its own insulator during the winter months. The space itself is bright, open and modern. Elements such as writable surfaces like walls and tables, custom built furniture and alternative types of seating creates a space that is collaborative and transformative.
Bruce Kuwabara, co-project director stated that the "building has a lot of glass. It has to do with bringing in as much natural daylight deeper into the building as possible", and stressed that "when you're in the building you should feel incredibly comfortable."
These two comments reinforced the fact that design of a space impacts an individuals experience in said space. This comment directly addresses previous key points associated with the motivation behind my project.
To read more about my rationale behind this project topic, click the link below.
SHIFTING SCHOOL DESIGN TO THE 21ST CENTURY
The following two graphs are from a thesis by Bryan H. Perez. The data recorded response from Surveymonkey.com and measured various types of Activities in both a traditional and flexible learning space.
The statistics show that classroom lecture is significantly higher than in a flexible learning space, reinforcing book learning and top down style approach of teaching commonly associated with formalist schools.
A significant increase in group work, class discussion, reflection and social time are shown in revised spaces compared to traditional environments. These traits are associated with progressive schools
"Low-level seating, chair seating, and bar-height seating all unlock different types of collaboration and thinking."
SPACE AND CONSEQUENCES: THE IMPACT OF DIFFERENT FORMAL LEARNING SPACES ON INSTRUCTOR AND STUDENT BEHAVIOR
A 2012 study from The University of Minnesota found that:
In a collaborative setting students participated in classroom discussion 48% more than in traditional lecture-style seating.
Standardized test scores were improved