Perceptions of an Open Classroom Design

Researcher: Natalie Peyton

Advisor: Dr. Stephanie TeKippe
Wartburg College Waverly, IA
RICE Day Winter 2018

Abstract Methods
Case Study: A case study was conducted to understand teacher and
Middle school is a critical time in a young adolescent’s life to help them
administrator perceptions in an open-classroom school. Participants were
grow emotionally, mentally, and physically. Young adolescents spend
sent an open-ended survey to reflect on their experiences. Along with the
most of their week at school. Ideally, the classroom environment is
survey, there were informal interviews and observation. The research gave
designed to nurture students while learning. Increasing student
qualitative data, that triangulated from multiple data points. Key phrases and
responsibility for learning and achievement in an open classroom setting
statements were interpreted to find themes.
could improve student learning. Providing students an open
Theoretical Framework: Constructivism is actively constructing knowledge
environment, creates an opportunity to understand how everything
based on current and past knowledge (Tennyson & Rasch, 1988).
being taught relates and is essential for future endeavors. Teachers must
be informed of the advantages and disadvantages of an open classroom Results
and how they work as a team to further students’ learning. There are Teaching in a Open Classroom
several options of open classroom design for space and each school must
Teach in an Open Classroom Consistency of Participants Teaching in an Open Classroom
decide which format will benefit their students and teachers the most. 70.00%
Students are the main priority in schools and need an environment that No 60.00%

enhances their learning. Open classroom design prepares middle school 8%

50.00%

students for higher education and the skills needed in the 21st Century. 40.00%

The purpose of this research is to explore teacher and student 30.00%

perceptions of the effects of an open classroom environment in middle 20.00%

Yes
school. 92% 10.00%

Research Questions 0.00%

Series1
Daily
58.33%
Weekly
25%
Quarterly
8.33%

• What are teacher and student perceptions of an open classroom Figure 1. Figure 2.
setting?
Figure 1. displays that 92% of participants teach in an open classroom, while
• How do the teacher and student role adjust in an open classroom
8% do not. Figure 2. lays out how often teachers teach an in open classroom
setting from a traditional setting?
design. With 58.33% of teachers teaching in this type of design daily, while
• What are the benefits and disadvantages to an open classroom? 25% of participants teach in that space weekly. Some participants seldomly
• What are the teacher and student roles in an open classroom teach in an open design with 8.33% only using it quarterly.
environment?
Professional Development
Literature Review Received Professional Development on
Open Classrooms
Open Classroom Setting: Is a design that meets the needs of the 70.00%

students by nurturing their learning and giving them more responsibility 60.00%

in the classroom. Each design can be different to accommodate the 50.00%

school’s needs. Teachers are the facilitator in the classroom that allows 40.00%

collaborative and interdisciplinary lessons. Students can work in teams, 30.00%

socialize, make individual choices, and have flexible learning. This design 20.00%

helps prepare students for their future in college or the work place. 10.00%

School Design: This open design can be costly when building a new 0.00%
Yes No
41.67% 58.33%
school, however is adaptable for the future and adapts well with new Figure 3.
technology. By creating moveable walls with glass, a curtain, technology,
or whiteboards, allows different size classrooms to be constructed and Teachers are required to receive professional development throughout the
the opportunity for collaboration between teachers. school year to improve student learning and the school environment. Figure
3. showed that less then half of the teachers received specific training on
Advantages: Provides different classroom sizes and an open space for
how to teach in an open classroom design.
students to work. Allows for more collaboration and the ability to use
different learning styles that keeps students motivated and interested. Perceptions of an Open Classroom
Disadvantages: Teachers and students must understand their role and Percentage of Comments in Themes Perceptions of an Open Classroom Description

responsibility in the classroom. Must be comfortable with change and Large or small group work

the ability to work with distractions and flow of people. Project-Based Learning

Multiple Subjects are Taught

Research Participants and Site Pedagogy

25% Learn, Practice, Create

• 16 teachers, specialty teachers, teacher leaders, and administrators Common Teaching Area

Physical Elements
• Public school located in Iowa 75%
Large Space that can be changed to smaller spaces

Physically Move, Divide Spaces

• 360 enrolled students, 22 full-time teachers, 16:1 student-teacher Flexible Learning Spaces
ratio 0 1 2 3 4 5 6 7

Figure 4. Figure 5.

(StartClass by Graphic, 2017)
Literature Cited
Divoll, K. A. (2010). Creating classroom relationships that allow students to feel known.
ScholarWorks@UMass.edu, 21.
Cuban, L. (2004). The open classroom. Education Next, 4(2), 69-71.
Deed, C., & Lesko, T. (2015). “Unwalling” the classroom: Teacher reaction and adaptation. Learning
Environments Research, 18(2), 217-231.
Grayson, J. (2010). The expandable classroom: Walls that move! The Journal, 37(8), 16-19.
Hull, J. (2011). Time in school: How do the U.S. compare? In Center for Public Education.
Kaur Bhatia, H., & Solanki, R. (2011). Constructing tomorrow’s constructivist classroom. Gyanodaya:
The Journal of Progressive Education, 4(2), 72-77.
Kelly, H. (2014). A path analysis of educator perceptions of open educational resources using
technology acceptance model. International Review of Research in Open & Distance Learning,
15(2), 26-42.
Li, S. L. (2011). Learning in a physics classroom community: Physics learning identity construct
development, measurement and validation. Oregon State University, 78.
Minn. high school built for 'flexibility'. (2016). Education Week, 35(33).
Richardson, W. K. (2003). Connecting political discussion to civic engagement: The role of civic
knowledge, efficacy and context for adolescents. University of Maryland, 52-54, 207-208.
Sigurðardóttir, A. K., & Hjartarson, T. (2011). School buildings for the 21st century: Some features of
new school buildings in Iceland. CEPS Journal: Center for Educational Policy Studies Journal, 1(2),
25-43.
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications
for classroom practices. Clearing House, 84(5), 204-212.
There are a variety of instructional and physical elements that create an open
classroom. Figure 4. reveal that physical elements are the key feature that
create an open classroom. Figure 5. call attention to the key factors that help
create the design, either through instruction or physical elements. Teachers
have the ability to have students work in small or large groups, collaborate
with teachers on interdisciplinary lessons, and the opportunity for more
project-based learning. Physical elements, like dividers, can be moved to
create a common teaching area and allows flexible learning to occur by
creating a smaller or larger space that matches the need for the lesson.
Conclusions
• When provided the opportunity to teach in an open classroom design, the
majority of teachers took advantage of using the space daily.
• Professional development is a critical time for teachers to learn new ideas and
concepts to implement in the classroom. Less than half of the teachers are
being trained on how to teach in an open classroom design school.
• Both pedagogy and physical elements play a role in implementing an open
classroom design. Teachers must be provided with the open space and then
be well-versed in how to utilize it to help benefit the students. The design
allows for more group work, collaborative teaching, and different learning
styles.