Innovative & Flexible Learning Environments in Higher Education: Research & Applications of Flexible Seating

Purpose & objective

Changes in student expectations and attitudes combined with research on the positive relationship between active engagement and student learning have many college administrators and planners in higher education reconsidering classroom design. There has been a shift away from traditional, rigid classroom designs to more flexible designs that encourage students to work collaboratively; however, some higher education administrators and planning teams have been slow to adopt more progressive classroom designs that view learning and teaching as highly shared and interactive activities. Those who have adopted a more progressive approach have acknowledged that flexible seating options are one of the necessary tools within the classroom environment that may lead to improved learning engagement and attention.

After our session, attendees will be able to:

1) communicate the relationship between physiological movement and student engagement, motivation, and achievement in the higher education classroom,
2) describe some of the benefits of flexible seating in the higher education classroom, particularly for those with mental health challenges or disabilities,
3) explain the effects of classroom design and flexible seating on higher education students' academic, psychological, and cognitive growth.

No specific technology interventions will be mentioned; however, the session will point out the relationship among classroom design, flexible seating, and access to technology to encourage a more equitable, participatory, and engaging higher education classroom environment.

Our presentation will simulate an active learning environment in the higher education classroom and include movement, interactive activities, technology integration, and discussion. The framework for both the session and the research is based on Barkley’s (2020) student engagement model for the college classroom. According to Barkley, student engagement is a “process and a product that is experienced on a continuum and results from the synergistic interaction between motivation and active learning”. Visual support will be provided through an interactive slide presentation with embedded links and activities.

The session will be successful if participants leave the session equipped with research outcomes and a list of benefits so that they can better communicate and advocate for progressive higher education classroom designs that encourage movement, increase participation, and promote equitable outcomes for all students. In addition, participants will be able to use new language that will enable them to have informed conversations and gain buy-in from stakeholders on strategic planning teams.

Outline

Content and Activities:
1. Encourage participants to share their experiences in a higher education classroom through a device-based interactive activity to build background knowledge and relevance. (5 minutes).
2. Play a short interactive game through participant devices that allows participants to assess their prior knowledge related to classroom design in the higher education classroom. (5 minutes)
3. Summarize VSAmerica's white paper, Agile Learning, written in conjunction with Germany Institute of Posture and Exercise and kinesthetic scientist Dr. Dieter Breithecker. This part of the session will review the physiological benefits of movement as well as biophilic design. Presenters will provide a brief scientific deep dive into the body while providing some active engagement through standing and moving. The goal is to use embodied learning to ensure that the information leaves an impact on attendees. (20 minutes)
4. Use visuals, interactive slides, and videos to present a research study that evaluated student perceptions and the academic, social, and emotional impacts of flexible seating in the higher education classroom. During the presentation, participants will be asked to share their reactions and questions with the audience and with each other. (30 minutes)

Supporting research

Breithecker, D. (2021). Agile learning: An extended holistic approach. [White paper]. VSAmerica. https://vsamerica.com/blog/agile-learning-extended-holistic-approach

Harvey, E., & Kenyon, M. (2013). Classroom seating considerations for 21st century students and faculty. Journal of Learning Spaces, 2(1).

Kariipanon, K.E., Cliff, D.P., Lancaster, S.L., Okely, A.D., & Parrish, A. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environment Research, 21(3), 301-320. https://doi.org/10.1007/s10984-017-9254-9

Kozanitis, A. & Nenciovici, L. (2022). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences. A meta-analysis. Higher Education. DOI: 10.1007/s10734-022-00977-8

Pennington, C., Putman, R., & Munsey, B. (2022). An examination of flexible seating in the higher education classroom from a physical and kinesthetic perspective. Journal of Learning Spaces, 11(2), 45-55.

Rands, M.L., & Gansemer-Topf, A.M. (2017). The room itself is active: How classroom design impacts student engagement. Journal of Learning Spaces, 6, 26-33.

Sawers, K.M., Wicks, D., Mvududu, N., Seeley, L,, & Copeland, R. (2016). What drives student engagement: Is it learning space, instruction behavior, or teaching philosophy? Journal of Learning Spaces, 5(2), 26-38.

Smith, C. (2017). The influence of hierarchy and layout geometry in the design of learning spaces. Journal of Learning Spaces, 6 (1), 59-67.

Xi, L., Yuan, Z., YunQui, B., & Chiang, F.K. (2017). An investigation of university students’ classroom seating choices. Journal of Learning Spaces, 6 (3), 13-22.