Optimize Learning Outcomes

More on Nature Near Schools (06-17-21)

A research team lead by Claesen confirms the value of greenery near elementary school buildings. The group report that “Greenery was measured within school boundaries and surrounding Euclidean buffers [essentially, rings around the schools] (100, 300, 1000 and 2000 m) using the Normalized Difference Vegetation Index. . . . . Greenery was positively associated with Reading [test] scores in Year 3 (all buffers except 2000 m) and in Year 5 (all buffers), with Numeracy [test scores] in Years 3 and 5 (all buffers) and with Grammar & Punctuation [test scores] in Year 5 (all buffers). . .

Designing Flexible Classrooms (04-26-21)

Research completed by Bekiroglu and teammates indicates the value of incorporating opportunities for flexibility and movement into higher-education classrooms.  The team report that their research determined that “(a) flexible room layout and movable furniture enabled participants to create settings that could support students’ group interactions; (b) flexible room layout and movable tools enabled people to move around to enhance student–to–student and teacher–to–student interaction; and (c) through the movement of furniture and tools and movement of people, participants were able to easily

Effects of Active Learning, Teaching, Design (04-22-21)

Hao, Barnes, and Jing investigated the effects of college level active learning on educational outcomes; classroom layouts and furnishings can provide more or less support for active learning.  The researchers determined that “Active learning environments were found to have little influence, whereas active learning and teaching were found to have a significantly-positive influence on student achievements. . . . Active learning classrooms, characterised by open learning spaces, movable tables and seats, and learning technologies, are designed to better support effective learning. . . .


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