Flexible learning spaces reduce sedentary time in adolescents

Kariippanon, Katharina E.; Cliff, Dylan P.; Okely, Anthony D.; Parrish, Anne‐Maree

doi:10.1016/j.jsams.2019.02.007

Cited by 18 publications

(37 citation statements)

References 29 publications

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“…The 2 studies by Kariippanon et al, 29,30 were cross‐sectional with students spending a double period lesson (mean time = 80 minutes) in the flexible learning spaces. The remaining 3 studies by Byers 26,27 and Imms and Byers 28 were prospective.…”

Section: Resultsmentioning

confidence: 99%

“…Overall, one study 30 reported only movement behavior outcomes, 4 studies reported only educational outcomes, 26‐29 and one study 18 presented movement behavior, wellbeing and educational outcomes.…”

Section: Resultsmentioning

confidence: 99%

“…One study 30 objectively measured sedentary behavior (total time, bouts and breaks) and total standing and stepping time using thigh‐mounted inclinometers, over a double period lesson (mean wear time = 80 minutes) among 191 students. Students in flexible learning spaces spent significantly less time sitting, and more time standing and stepping/moving compared to traditional classrooms, all with large effects.…”

Section: Resultsmentioning

confidence: 99%

“…All were published in the last 6 years and all but one was conducted in Australia. Five of the studies [26][27][28][29][30] were quantitative and one 18 used qualitative methods. A detailed description of the key characteristics of the 6 studies included in this review is presented in Table 1.…”

Section: Resultsmentioning

confidence: 99%

“…All 5 quantitative studies employed a crossover trial/single-subject research design, comparing the same students across multiple learning environments. Four studies 26,27,29,30 compared students across 2 conditions. One was a flexible learning space, characterized by a polycentric layout with a range of furniture options facilitating a variety of studentcentered learning modes.…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed‐Methods Systematic Review

Kariippanon

Cliff

Ellis

et al. 2020

Journal of School Health

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BACKGROUND: To achieve sustainability, we must consider scalable improvements in student movement behavior in the classroom setting, educational priorities. Flexible learning spaces that employ student-centered pedagogy and contain a range of furniture and layout options, implemented to improve educational outcomes, may enable unintended health benefits. In this review, we summarize the evidence on the effects of flexible learning spaces on adolescent student movement behaviors and educational outcomes. METHODS: We searched 5 databases, retrieving 5 quantitative and one qualitative article meeting the review criteria. RESULTS: Students in flexible learning spaces spent less time sitting, and more time standing and moving. Students were also more engaged, on-task, and collaborated and interacted more. Academic results for English, Mathematics and Humanities for those in flexible learning spaces were higher than peers in traditional classrooms. CONCLUSION: Evidence from the reviewed studies suggests that there may be beneficial outcomes across some movement behaviors as well as learning outcomes in classrooms that employ student-centered pedagogy and use a built environment that facilitates autonomy and choice around where and how to learn. These learning environments present an opportunity for an interdisciplinary approach to address sedentary behavior in classrooms.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed‐Methods Systematic Review

Kariippanon

Cliff

Ellis

et al. 2020

Journal of School Health

Self Cite

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Classroom-based physical activity and teachers’ instructions on students’ movement in conventional classrooms and open learning spaces

Hartikainen

Haapala

Poikkeus

et al. 2022

Learning Environ Res

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As a result of educational reforms in many countries, including Finland, new or renovated comprehensive schools have increasingly begun to incorporate open and flexible designs and principles. Multipurpose and adaptable open learning spaces can provide children with amplified opportunities to be physically active during general education. Classroom-based physical activity has been associated with better academic-related outcomes and students’ on-task behaviour, while overall physical activity has been associated with better health. In the present study, we investigated the effects of classroom type, gender and grade level on classroom-based physical activity, and the associations between systematically-observed teachers’ instructions about students’ movement and classroom-based physical activity. The participants consisted of 182 3rd and 5th grade students in one school with open learning space and two schools with conventional classrooms. Overall, classroom-based physical activity, assessed with accelerometery, was not higher in open learning space than in conventional classrooms. However, 5th grade students had more sedentary time and less moderate-to-vigorous physical activity in open learning spaces than conventional classrooms, but both 3rd and 5th graders had more breaks from sedentary time in open learning spaces than conventional classrooms. Girls were more sedentary than boys, while 5th graders were less physically active than 3rd graders. Teachers’ instructions regarding 5th graders’ movement in open learning spaces were more restrictive and both 3rd and 5th graders had more instructed transitions in open learning spaces. In conventional classrooms, students had more teacher-organised physical activity. Teachers’ restrictive guidance was associated with less light physical activity, while teachers’ organised physical activity was associated with more moderate-to-vigorous physical activity.

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Modeling cognitive learning spaces in Russian universities in the context of globalization and digitalization

Tregubova

Ainoutdinova

2021

SHS Web Conf.

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The article is devoted to the modeling cognitive learning spaces in Russian universities for the effective training of students and their preparation for life and future profession. Based on a comparative analysis of theoretical and practical approaches to the problem by Russian and foreign scientists, a conclusion is made about the importance and relevance of the topic for academic community and society as a whole. In modern conditions, the processes of globalization, integration, informatization and digitalization induce universities to change the vector of their activities in the direction of technology and innovation, advanced forms of communication and mental interaction, technological methods of teaching and knowledge transfer, and, as a result, cause them to review their learning spaces as well. From a pedagogical perspective, the design of cognitive learning spaces may equally influence the entire educational landscape of the country as well as the learning climate of a particular institution, learning outcomes of a particular student and the system of professional development of a particular teacher and/ or researcher in multiple ways. The purpose of this work is to study and analyze the current state of the problem, systematize and concretize the conceptual apparatus, identify current positive trends in higher education allowing to model and design the effective tech-based, information-rich and equitable cognitive learning space at university, which will provide a beneficial learning environment with regard to mental needs and expectations of modern students.

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Flexible learning spaces reduce sedentary time in adolescents

Cited by 18 publications

References 29 publications

School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed‐Methods Systematic Review

School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed‐Methods Systematic Review

Classroom-based physical activity and teachers’ instructions on students’ movement in conventional classrooms and open learning spaces

Modeling cognitive learning spaces in Russian universities in the context of globalization and digitalization

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