Browsing by Subject "avoin oppimisympäristö"
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(2022)Aims. School buildings have gone through a change in recent years in Finland. Many schools have more open spaces and traditional classrooms have turned into open physical learning environments. An open physical learning environment refers to a large space where there could be several teachers teach several groups of students. There is little re search or studies on open physical learning environments. The purpose of this study is to find out the views of class teachers about open physical learning environments. In particular, the research aims to find out how open physical learning environments affect learning. The theoretical framework of the research is formed around the concept of learning environment. The research questions of the study are: 1. What perceptions do class teachers have about open physical learning environments? 1.1 How do open physical learning environments support learning in the class teachers' views? 1.2 In what way do the open physical learning environments make learning more challenging in the view of class teachers? Methods. The research was conducted as a qualitative case study. The data was collected using a semi-structured interview. Seven class teachers from the same southern Finnish school participated in the study. The interviews were conducted between November 2021 and February 2022. The research material was analysed using theory-driven content analysis. Results and conclusions. Based on the research, there are factors that support and hinder learning in open physical learning environments. The results were a lot like previous studies. In the teachers' answers, the problems of the stimulus environment of open physical learning environments were seen as factors making learning more difficult. Concerns arose especially in matters related to the planning of the school's everyday life. The simultaneous teaching of different subjects in the space and the passage of groups of students in the space were particularly highlighted. In addition, open physical learning environments were not seen as suit able for all students. The teachers were especially worried about students with special needs. On the other hand, according to the teachers, the advantage of the open physical learning environment was the opportunities it offered for versatile and individual work. The possibility of co-teaching was seen as an advantage of the space. Different learners should be considered when planning open physical learning environments. In addition, it would be important for new schools to know the possible problems that may be encountered in open physical learning environments. In this way, a painless transition to new types of open physical learning environments could be implemented.
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(2024)New open learning environments have become more common in Finnish school con-struction over the past decade. Open learning environments are thought to offer opportunities for increasing students' self-directedness, group-based and active learning, and co-teaching. However, the effects of open spaces on learning and classroom management have not been thoroughly researched yet. Media reports have been critical of the noise in open schools, raising concerns about the burden on teachers and students. In this study, I examine the practices of classroom management in elementary education within an open learning environment. This includes how teachers prevent disturbances in the classroom, the types of disturbances that occur during the lessons, and the corrective practices the teachers use to address disturbances in an open learning space. I also explore the teachers' perspectives on the benefits and challenges of open spaces from the standpoint of classroom management. The research material consists of ethnographic observation data focused on two first grade elementary school classes and their two teachers, who partially work as co-teachers. In addition to the observation data, the study includes interviews with the teachers of these classes. The data was collected in November-December 2023 over three school days and analyzed through content analysis. The study found that in classroom management, the emphasis was on preventive practices against disturbances, including routines and structures, positive feedback and motivation, variation in teaching and learning methods, and the teacher's presence. Different methods supported each other and were integrated into the teachers' work. Classroom disturbances were minimal, with the most typical being speaking without permission or making extra movement or noise. The teachers consistently addressed disturbances with various corrective practices, such as a gentle touch and eye contact, and by mentioning the pupil's name, and having a private conversation with them. Teachers thought that open learning environments provided opportunities for versatile teaching methods, functionality, and physical activity, but if the use of space is not practiced with the pupils, the stimuli caused by the space can pose challenges to classroom management. It is important to keep different types of learners in mind while developing future learning environments. In elementary education, it is also crucial that the pupils have their own safe place or seat in the school.
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