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

Autor/inn/en	Kariippanon, Katharina E.; Cliff, Dylan P.; Ellis, Yvonne G.; Ucci, Marcella; Okely, Anthony D.; Parrish, Anne-Maree
Titel	School Flexible Learning Spaces, Student Movement Behavior and Educational Outcomes among Adolescents: A Mixed-Methods Systematic Review
Quelle	In: Journal of School Health, 91 (2021) 2, S.133-145 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kariippanon, Katharina E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12984
Schlagwörter	Student Behavior; Adolescents; Classroom Environment; Physical Activities; Physical Activity Level; Cooperative Learning; Student Centered Learning; Academic Achievement; Personal Autonomy; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Klassenklima; Unterrichtsklima; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulleistung; Individuelle Autonomie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01