Are Modern Learning Environments Effective?

As a reasonably new teacher, I am in the staffroom to hear the wisdom of more senior members of staff when it comes to pedagogy. One topic that has come up is that of Modern Learning Environments, mainly bought about by an interview on New Zealand's national broadcaster. 

The general consensus was that nothing is new in education and that such concepts were in vogue previously and it appears the Ministry of Education just spins a wheel every 25 years and this was just another fad that will pass.

Nevertheless, schools, around the country, are knocking out walls and creating bright classrooms with multi purpose furniture. Our new science blocks will be designed with MLE in mind in order to be funded, so I felt I need to see the evidence for this Ministry approach or was the position of older members of staff justified?

On the surface it looks fantastic, however my concern is that pedagogy also needs to change, students will be simply just learning the same way many teachers have been teaching – just in bigger classrooms with new furniture. So what of the evidence? Well UNESCO has provided a very detailed report on learning environments globally.

The report stated that 

"there have been both conflicting and converging viewpoints on the role of the classrooms in facilitating quality education. Views that currently dominate tend to consider the conditions of learning as a whole environment made up of a complex web of interacting components, rather than as pieces of a complex puzzle that somehow produces quality learning outcomes.  (page 69)"

In other words the learning environment alone does not lead to improved learning.So what exactly is an MLE?  The Ministry of Education (2015) defines them as:

"The term MLE is commonly used to refer to school classrooms but may include any designated place of learning such as science laboratories, distance learning contexts, libraries, tutoring centres, teachers’ staffrooms, gymnasiums, and the interaction between these spaces. These might be better referred to as modern learning spaces.” 

So back to the evidence, Mark Wilson's Sabbatical on “Investigating the effectiveness of modern learning environments on improving student learning and achievement” provides a New Zealand context to this search for evidence. 

The key points of his study where:

• Pedagogy must continue to shift in response to future learning needs of students.

• Teaching must compliment these new spaces - based around more active student involvement, a focus on collaboration and emphasis on inquiry learning approaches. 

• Research studies consistently show that improvements in quality of physical spaces (e.g. sound, temperature, light) clearly improves educational outcomes. However, there is no consistent evidence that the use of open learning spaces make any positive difference to student achievement.

• Research shows positive outcomes with effective use of digital technologies in student achievement as well as engagement. However, such technology must be used appropriately (e.g. how and when), with supportive teaching practices, and mindful of managing negative issues (e.g. shallow learning and dependence).

• Despite new labels like “digital natives” there is no evidence this generation of students learn any differently to other generations, and that proven traditional teaching practices are still effective pedagogy (e.g. direct instruction).

• It is critical pedagogy is not simply abandoned in favour of the new based around ideological arguments of what a ‘21st Century Learner’ may potentially benefit from. 

• The influence of digital technologies on literacy development can show mixed results from studies in schools. The critical issue is how the digital technology is used by teachers, as a tool to support learning. 

• The technology does not replace the need for quality of instruction and good teacher practices (e.g. scaffolding writing tasks). 

• As Hattie (2008) confirmed, quality teaching has much greater effect on student learning and achievement than other factors, such as school structures or class size.

• Longer timetabled periods support MLE practices, and can show broader benefits. Research reveals concerns around how much autonomy for students is really effective for ‘independent’ learning (e.g. distractions and natural tendencies to minimise), therefore supportive structures for students are necessary (e.g. clear frameworks and close mentoring).

• Strategies such as integrated curriculum do not show any real benefit in secondary schools, other than philosophical ideas around fostering greater collaboration or showing cross curricular links.

• Discovery learning’ or ‘learning style’ programmes are not well supported by research evidence, but based upon ideological perspectives. 

So looking at the evidence, pedagogy should trump the learning environment. So looking at the evidence, I final point raised in my head. Do MLE's support all learners? I recently watched a TED talk on How to teach a young introvert presented by Susan Cain.

The talk is an interesting and it really got me thinking more about introverts and how this drive to MLE's will assist in their learning.

MLE's are best designed for group work, something introverts struggle with. Cain suggests that the think-pair-share method works far better with introverts than putting them into larger groups. Cain says “less group work” will help the introverts. This feels like it flies in the face of a lot of what we see is important in current pedagogy and being a 21st century learner. I think as educators we need to be aware of the differences in the students we teach. Give options/choices so that students have some freedom to work how they feel most comfortable.

Cain also discussed classroom spaces. She  describes modern learning environments and reminds us that adults move amongst different types of spaces. Children want this opportunity too.

Digital technology can assist introverts by allowing for collaboration both openly and anonymously.

"Even if it’s not anonymous, the fact that a student is participating in a class discussion or a class blog online removes some of their own psychological barriers to participation"

So MLE’s should be about so much more than the bright new furniture, open plans and digital technology. What makes an MLE work, and in fact ANY successful classroom is the relationship between the teacher and student and the underlying ethos of learning to learn.

When moving from a structured, and often heavily teacher-dominated classroom, to a less formal student led environment it is paramount students understand their role and responsibilities as the learner and indeed the learning process. It is totally unrealistic to say to students; “Here are your tasks, now go do them.” Teaching students to be independent and self directed learners needs to be at the centre of a successful MLE and this does not happen overnight. It requires scaffolds, stepping-stones and a safe environment.

References:

Hattie, John. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, 2008.