Journal of Learning Spaces

Volume 12, Number 1. 2023 ISSN 21586195

The Perceived Effect of Learner-Centered Pedagogy in Secondary Active

Learning Spaces and Impact on Student Engagement

Jennifer R. Gracyalny Laura E. Hurtienne

Pulaski Community School Concordia University
District, Wisconsin Wisconsin

This study collects perceptions from educators about how pedagogical practices could be
transformed for a learner-centered concentration in active learning spaces to support student
engagement. Seven participants provide data through a focus group, interviews, and
observations. Four main themes are identified: (1) Collaboration and Engagement, (2)
Learner-Centered Pedagogy, (3) Professional Development, and (4) Positive Classroom
Behaviors. Professional development focused on best practices helps to build teacher
capacity and collective efficacy. With an investment in professional development for
educators focused on learner-centered pedagogy, there are opportunities to realize a return
on this investment in increased student engagement and collaboration. The researcher
recommends a tiered-pyramid representation of an integrated active-learning system, with
a solid foundation of learner-centered pedagogy.

Introduction It is the actions inside those learning spaces that bring

authentic learning, engagement, and progress (Hare &
Dillon, 2020). When an educator brings together learner-
Student engagement and the joy of learning continue to centered pedagogy, integrated technology, and flexible
decline as students move to the secondary level (Gallup, learning spaces, an integrated active learning ecosystem can
2016; Hodges, 2018). Gallup conducted surveys with Grades be achieved. In Figure 1, we can connect technology and
5-12 students and found that about “Half of the students space with learner-centered pedagogy for a more robust
who responded to the survey are engaged with school (47%) learning environment for all students (Steelcase Education
with approximately one-fourth ‘not engaged’ (29%) and the Solutions, 2013).
remainder ‘actively disengaged’ (24%)” (Hodges, 2018). The integration of flexible seating, technology integration,
Educators require training and development on best and active learning, coupled with high-quality professional
practices for student engagement and collaboration in development for educators, can help improve student
classrooms in order to make improvements. learning outcomes and engagement (Gebre et al., 2015;
At the center of the transformation to learning-centered Voelkel & Chrispeels, 2017; Hattie, 2021; Kariippanon et al.,
approaches in changing classroom environments and design 2019). Blackmore et al. (2011) clearly stated:
is the powerful professional development for educators on The critical role of teacher professional learning and
learner-centered approaches that lead to improved student pedagogy as key mediating factors. Unless teachers are
outcomes (Barrett et al., 2012; Akey, 2006; Kariippanon et al., prepared and provided with the necessary professional
2019; Connor & Pope, 2013; Voelkel & Chrispeels, 2017). skills, tools, and resources to change their practices, then
When the pedagogy is centered around students' learning, newly built spaces will not move them to innovative
they are empowered to direct their own learning, and solve pedagogies (p. 38).
real-world problems (Nair, 2017). To improve a love of Learner-centered pedagogy in active learning spaces and
learning while empowering learners, we need to provide its impact on student engagement has been understudied
quality professional development to our educators on and not deeply reported as qualitative research. More
learner-centered pedagogy. research was needed to address this gap. The purpose of this
study was to collect perceptions and evidence from middle
Jennifer R. Gracyalny is Assistant Superintendent of Teaching and and high school suburban educators about how professional
Learning in the Pulaski Community School District, Wisconsin. development with learner-centered pedagogy in flexible

Laura E. Hurtienne is an Assistant Professor at Concordia

University Wisconsin.

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 LEARNER-CENTERED PEDAGOGY IN ACTIVE LEARNING SPACES

Figure 1. Active Learning Ecosystem

Note: Integrated Active Learning Environments require that pedagogy, technology, and space be considered
equally in classroom planning (Steelcase, 2013).

learning spaces impacts student engagement. Therefore, the Relevant Literature

study helped to fill the gap in research by addressing and
making recommendations of how professional development The origin of Constructivism Theory has its roots in John
for educators in flexible learning spaces supports student Dewey’s work, and other theorists provided further
engagement. Another gap in the research included how the extensions by Jerome Bruner and Jean Piaget. The
pedagogical approaches used in the classroom need to Constructivism Theory focuses on the learner (both student
support the transformation to a learner-centered focus in and adult learners) being able to construct meaning through
flexible learning spaces that support student engagement. knowledge and experience (Elliott, et al., 2000). The [adult]
This study addressed one research question focused on learner is an active creator of their own knowledge. Within
pedagogy, professional development, student engagement, learning opportunities such as professional development
and collaboration: and classrooms, the paradigm shift encourages the learner to
1. How do educators’ classroom practices and experiment, solve real-world problems, and use inquiry-
pedagogical approaches need to be transformed to based learning as well as other active techniques. There is a
support student engagement in learner-centered, parallel connection to the Experiential Learning Theory or
flexible, active learning spaces? “learning by doing” for both student and adult learners.
Kolb (1984) defined Experiential Learning Theory as “the
process whereby knowledge is created through the

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 LEARNER-CENTERED PEDAGOGY IN ACTIVE LEARNING SPACES

transformation of experience. Knowledge results from the student work time decreased compared to students in
combination of grasping and transforming experience” (p. traditional classrooms. Finally, when looking at lesson time
41). spent in different learning modes, it was found that teacher-
Our schools and traditional classroom environments are led instruction decreased in flexible learning spaces, and
becoming museums, while educators seem to be becoming collaboration drastically increased in active learning spaces
the curators of American education. We need to make (Kariippanon et al., 2019).
changes from these traditional classrooms to support our For flexible learning spaces to be successfully
students for their tomorrow. We need to question whether implemented in K-12 classrooms, quality professional
our school facilities and learning spaces meet the needs of development for educators should be focused on student-
today’s students and teachers as well as their future needs centered pedagogy. When the process of learning is focused
(Cleveland & Soccio, 2015). At the forefront of the transition on the targets and objectives rather than on the final product,
from traditional classrooms to flexible learning spaces are learning is more likely to happen for students (Frontier &
the pedagogical practices to help support student learning Rickabaugh, 2014). An emphasis on professional
outcomes and meet the needs of the 21st-century learner development, embedded support, and collaboration among
(Kariippanon et al, 2019; Blackmore et al., 2012). The teachers in regard to the pedagogical practices in active
Department of Education and Early Childhood learning spaces can help support sustainability for the future
Development (2009) stated that “The design of new learning (Kariippanon et al, 2019).
environments should enable teachers to work together Professional development for all educators is the root of
differently, to learn and practice new skills together, and to transforming teaching and learning. Moreover, professional
readily access resources to support the teaching and learning development and pedagogical practices for flexible learning
relationship” (p. 1). spaces are needed to bring out the best teaching practices
Student engagement is the degree to which the student is focused on student-centered learning. Martin (2018) stated:
attentive, curious, and passionate about their learning When educators have opportunities to talk about how we
(Martin, 2018). The more engaged a student is in their learn best and what that looks like in the classroom rather
learning, the more interested or inspired they are to learn than what curriculum or program we are using, it can help
and unleash geniuses (Martin, 2018). Learners are engaged create a shared understanding and allow for opportunities
when they act on tasks that are interesting, challenging, and for learner-centered innovation to create the desired
important to them (Rickabaugh, 2016). Engagement is experiences that we are striving for in schools. (p 113)
energy in action or a “flow” –– the connection between the Also, when teachers have an opportunity to visit other
person and activity (Rickabaugh, 2016). There are many classrooms to observe others' expertise, learning takes place
positive outcomes related to student learning and associated for the educator. Teacher expertise, shared through
with the engagement of students, which further make the observations and discussion, supports the art and science of
case for designing classroom environments that have flexible teaching and can lead to the improvement of student
and active learning spaces. Students who are fully engaged learning (Frontier & Rickabaugh, 2014).
report better mental and physical health, in addition to Professional learning communities and collective teacher
improved grades and achievement scores (Connor & Pope, efficacy have been linked together as a means to build
2013). On the other hand, there is evidence that school teacher capacity, collective inquiry, shared vision, action
dropouts, problem behavior, and health conditions increase research, a focus on learning, collaborative teams, and
when students are not engaged in school (Kariippanon et al., results-orientation (Voelkel & Chrispeels, 2017; Hattie, 2021;
2019). The research also found that when schools incorporate DuFour et al., 2016). CTE is highly correlated to student
active learning spaces, the opportunity to enhance skills achievement. Hattie (2021), stated that “CTE is the collective
such as critical thinking, problem-solving, creativity, and belief of teachers in their ability to positively affect students.
communication are evident (Kariippanon et al., 2019). The message seems to be clear; together teachers can achieve
Kariippanon et al. (2019), found that students in flexible more, especially if they collectively believe that they can do
learning classrooms had more active engagement than so!” According to Hattie’s Visible Learning Meta-analysis, CTE
students in traditional classrooms. Positive interaction has the highest effect size with a d = 1.57 on the barometer of
between students improved from a traditional classroom to influence. Teachers can collaborate and work differently,
a flexible learning space. In terms of lesson time spent in learning new pedagogy with new resources and flexible
different learning settings, whole-class instruction was furniture, when classroom environments are redesigned for
found less in flexible learning spaces than in traditional learner-centered approaches (The Department of Education
classrooms. Also in flexible learning spaces, students and Early Childhood Development, 2009).
working in groups of less than six increased while individual

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There has been extensive research studies and meta- secondary teachers teaching in the active learning spaces
analysis about designing learning experiences and active (Hare & Dillon, 2020; Hodges, 2018). Table 1 describes the
spaces through the integration of technology, the design of demographics of the participants.
flexible learning spaces, and the connection of pedagogy,
shifting the classroom from teacher-driven to student- Procedures
focused and the approach from passive teaching to active
The data collection allowed the researcher to gather
learning (Neill & Etheridge, 2008; Rands & Gansemer-Topf,
observational data about learning, behavior, student
2017; Kariippanon, 2019). Neill and Etheridge (2008) stated
engagement, and the integration of skills needed for the
that “Learning that is active, participatory, experiential and
future of the educators in the study. Protocols to record notes
cooperative requires a flexible learning space” (p.59).
and information from the interviews and observations were
However, changes to the classroom environment require
used in the data collection process (Creswell & Poth, 2018).
support for pedagogical changes (Kariippanon et al., 2019).
The researcher engaged in these interrelated activities of
There continues to be work and research to align
data collection by building a rapport with staff members
pedagogy and learning environments as well as to use
involved in the classroom redesigns, establishing routines
diverse theoretical frameworks to guide the work in
for data collection, and developing a process of recording the
education (Fischer, 2016). Some research pointed out that
information.
thinking of learning spaces as a verb rather than a noun
helps to put into perspective that within these learning
Focus Groups
spaces is something that “we do” rather than something “we
have” (Mulcahy et al., 2015). When thinking in this way of A small focus group with 5 secondary level classroom
learning space, it helps educators to realize how important teachers in the flexible learning classrooms, who specifically
the pedagogical practices focused on student-centered focus on learner-centered pedagogy and the resulting
learning should be at the forefront of our planning and changes and impact on student engagement and
delivering of teaching and learning for students. Blackmore collaboration, was at the forefront of the case study. The
et al. (2011) stated that: researcher began with a focus group of educators mixed
A critical role of teacher professional learning and between middle school and high school. Focus groups allow
pedagogy is key mediating factors. Unless teachers are interaction and discussion between a group on a topic being
prepared and are provided with the necessary researched, which, in turn, allows the researcher to gather
professional skills, tools, and resources to change their perceptions, attitudes, behaviors, and opinions from a group
practices, then newly built spaces will not move them to of 6 to 12 participants for an interview period of 60-90
innovative pedagogies. (p. 38) minutes (Billups, 2021).
A qualitative case study research design allowed the For data collection of the focus groups, the researcher had
researcher to analyze data gathered from educators in active a case study protocol that follows a line of inquiry with an
learning ecosystems who incorporated pedagogical best unbiased structure of open-ended questions (Yin, 2018;
practices, integrated technology, and redesigned learning Billups, 2021; Merriam & Tisdell, 2016). There were
spaces. Data collection is an important feature of case studies guidelines that helped to direct the discussions of focus
and includes multiple sources of information, such as groups that provided structure but also allowed the focus
observations, interviews, focus groups, documents, and group to direct conversation on the research topic (Billup,
reports (Cresswell & Poth, 2018). 2021; Merriam & Tisdell, 2016). Protocols were used in the
focus group for Grades 6-12 participants in the 75-minute
Methods session. Billups (2021) identified the typical sequence of a
focus group process:
Participants ● Icebreaker/Opening Question (60 seconds per person)
The sampling or subset population were teachers in ● Introductory Question (60-90 seconds per person)
recently redesigned classrooms in Grades 6-12 at the study ● Transition Question (1-2 minutes per person)
site. Purposeful or selective sampling was used to pre-select ● Key or Content Questions (40-50 minutes of the
the group participants for the research study. Although session)
there are also model classrooms at the elementary level, the ● Debriefing/Concluding Question (60-90 seconds per
researcher limited the sampling and participants to the person)
secondary level. As student engagement and joy in learning The focus groups were recorded with the researcher’s
decreases from elementary school into middle and high notes as well as an actual video recording with later
school, the researcher wanted the sampling to be of the transcription by uploading the video to the researcher’s

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Figure 2. Classroom Observations Evident in Lesson Observation

Note: Representation of the data collected from five high school and middle school classroom observations in
terms of the percentage evident in the lesson

private YouTube site which automatically transcribed the the participants (Yin, 2018). Interviews also are
video through the closed caption feature (Merriam & Tisdell, “conversations with a purpose” (Billups, 2021, p. 38). The
2016). The researcher’s note-taking template included the researcher determined the open-ended research questions to
interviewer’s notes and observations, nonverbal cues, and be answered as well as identified the interviewees based on
quotable contributions during the actual interview or focus the purposeful sampling process. For data collection of the
group discussions (Billups, 2021). interview process, the researcher used a case study protocol
that followed a line of inquiry with an unbiased structure of
Interviews open-ended questions (Yin, 2018; Billups, 2021; Merriam &
Tisdell, 2016).
The second step of the process was interviews with the
According to Billups (2021), “Transcripts are the essence
seven participating classroom teachers in the flexible
of analysis for interview data; without a readable,
learning classrooms. Interviews were used as a follow-up
understandable transcript of your interviews, you have
procedure to the focus groups to gather individual
nothing to analyze” (p. 82). As in the focus group
information from the educators by asking deeper, extensive
procedures, interviews were recorded with the researcher’s
open-ended questions. How and why questions used in the
notes and later transcribed and uploaded to the researcher’s
interviews help to explain the insights and perspectives of

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private YouTube site with closed captions (Merriam & Another step in the process was to describe and classify
Tisdell, 2016). codes into themes, allowing for easier interpretation. The
lynchpin of qualitative data analysis is considered to be
Observations coding or categorizing, which is simply using a form of
shorthand to help with data retrieval later in the process
Observations of the flexible learning classrooms focused
(Creswell & Poth, 2018; Merriam & Tisdell, 2016). Creswell
on learner-centered pedagogy, student engagement, and
and Poth (2018) stated that coding helps to make sense of
collaboration allowed the researcher to “cover actions in
data from case study research, including documents,
real-time” (Yin, 2018, p. 117). The triangulation of data with
observations, interviews, and questionnaires. The researcher
observations of the classroom yielded a wealth of
established these codes, categories, and themes from the
information and complemented the other processes,
data collected in the interviews, focus groups, and
including interviews of group members or whole groups
observations from secondary educators in flexible learning
(Yin, 2018).
spaces.
The researcher’s role in the observation of the flexible
The final phase of data analysis included representing and
learning classrooms was one of “nonparticipant or observer
visualizing the data through comparison tables, matrices,
as participant” (Creswell & Poth, 2018; Billups, 2021;
hierarchical tree diagrams, or other formats found suitable
Merriam & Tisdell, 2016). Protocols used during
by the researcher (Creswell & Poth, 2018) to represent
observations of the classroom learning environment focused
professional development, pedagogical practices, student
on descriptive notes (generally in a chronological scripted
engagement, and collaboration.
format of the flow of the classroom observation), reflective
notes (used to capture reflections, summaries, and Results
conclusions about the activities occurring in the classroom)
as well as notes about what was heard in the observation and Four themes emerged (Figure 3) from the observations,
demographic details within the classroom (Merriam & interviews, focus groups, and documents:
Tisdell, 2016; Creswell & Poth, 2018; Billups, 2021). Table 2 1. Collaboration and Engagement
along with Figure 2 identifies the components that were 2. Learner-Centered Pedagogy
either evident or not evident during the classroom 3. Professional Development
observations. 4. Positive Classroom Behaviors

Data Analysis The two themes of Learner-Centered Pedagogy and

The case study’s most intensive phase is the data analysis Professional Development will be further described and
process. Merriam and Tisdell (2016) explained that data interpreted in the research article.
analysis and data collection occur together in qualitative
research. When analyzing the data, the researcher selected Theme 2: Learner-Centered Pedagogy
the most appropriate way to represent the data by using the Learner-centered pedagogy creates an engaging learning
Data Analysis Spiral. environment through dialogue, collaboration, reflection,
The research question drove the researcher’s process in and “learning by doing” that empowers students to solve
finding the themes or patterns within the analysis of the real-world problems (Patel-Junankar, 2017). Within active
data. Data analysis was employed to make sense of the learning spaces, teachers support students through practices
researcher’s data; consolidate and interpret the interviews, and strategies to motivate student ownership, choice, and
focus groups, surveys, and observations in order to answer flexibility.
the researcher’s question(s) (Merriam & Tisdell, 2016). The
researcher used the data analysis to interpret the interviews, Sub-theme 1: Choice in Seating, Activities, and
focus groups, and classroom observation results to establish
Movement
the common themes and patterns from the educators.
The researcher’s first step was to organize the data into a Student choice within the classroom helps to create an
Google Sheet. Next, reading and keeping written memos or environment that engages students. Teacher 2 emphasized,
records of the data for emergent themes was essential to the “I love the flexibility of student choice. They [students] are
data analysis process. The process of memoing or playing so much more comfortable.” Teacher 3 shared, “I love the
with the data becomes important in this step to find key ability of the students to choose. I think that it's been
phrases, patterns, insights, concepts, or ideas (Creswell & interesting to see which ones they like and don't like
Poth, 2018; Yin, 2018). The researcher analyzed the data to compared to what I perceived them to like or not like.”
find the key patterns and themes. Participants also pointed out that choice leads to student

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Figure 3. Researcher’s Themes and Sub-themes for Qualitative Case Study

Note: The four themes identified by the researcher along with sub-themes.

ownership, accountability, and even a feeling of power for on the effect that student choice had on the learning
the students. Teacher 4 stated, “I would agree that student environment. Teacher 2 stated, “I added choice boards to my
choice is awesome because it really gives kids some power.” toolbox after our February PD. Those have been influential
Teachers have changed the environment by not in my teaching plus I can share with my content team.”
differentiating the front of the room and by including three
flat panels and teaching from the iPad. Several participants Sub-theme 2: Ownership of the Classroom/Learning
commented on the changes in student-centered pedagogy and Accountability
because of the flexible configuration. Teacher 1 shared:
You know with the ability to work with partners and also As perceived by the participants, student ownership and
to choose your own seat, I have seen a lot more investment in learning are evident when learner-centered
engagement especially if we have small group activities or pedagogy reflects choice and flexibility. The practices and
we will turn and talk before we share out to the large strategies incorporated by the educator to create student
group. ownership and investment in their learning lead to
Teacher 2 described: engagement as evidenced by Teacher 2:
The ability of kids to take that ownership of what furniture Kids are doing their own self-discovery by working in
works for them and who they sit by, and what works for small groups to choose a topic that truly inspires and
them. Now yes it took a little transition because they’re motivates them. If we had rows and one smart board that
middle schoolers but I’ve seen huge growth this quarter of would never be possible. It was just amazing because they
them really embracing the choice of what works for them were having authentic discussions.
in terms of couches, pods of furniture, or wiggle chairs. As a result of student ownership in the classroom, teachers
Through observations in the five classrooms, choice have noticed an increase in student engagement. Teacher 4
boards were incorporated into the daily lessons of the indicated, “You know, I mean, it is all on them and they are
classroom. Choice boards provide students with different taking ownership. I guess with the conglomeration of all
ways to demonstrate learning by empowering them to these pieces, student engagement is at an all-time high right
choose how they will show their learning. Teachers reflected now which is awesome.”

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When learner-centered pedagogy is at the center of walked into someone else's room it was cool to realize
instructional design, students become more motivated and there wasn't the front of the room and we didn't know
invested in their learning and also are able to self-regulate. where to stand while we were observing because of that.
With great passion, Teacher 2 shared:
I think cognitive engagement is huge because students Sub-theme 2: Technology Tools and Apps
take ownership. When kids are more independent, they
The participants shared the need for professional
are able to take care of themselves and they can regulate
development with multiple flat-panel TVs, iPads, and
what they need. There is just so much more independence.
various interactive apps and tools in order to stretch the
For the first time in their educational career, they are so
integration of technology. Teacher 1 indicated, “Any kind of
empowered and the excitement just overflows. As a
training on the technology like how to Airplay to the
teacher, I put it back on the student that they need to be in
televisions using your iPad and rotating around the room. I
charge. They need to regulate this and they need as
think those are all important things for staff to be educated
students to take that step to be a better version of themself.
on.” Teacher 7 wanted basic training, “I think just even basic
level technology is like the biggest barrier to get through
Theme 3: Professional Development
first. If a teacher has never taught mirroring their iPad in a
Educators expressed the need for professional math classroom before that they need to be trained on that.”
development in best practices within active learning spaces Teachers shared different applications or tools that helped
in order for their teaching and student learning to accelerate. to support technology use and integration into their
Comments from the interviews and feedback from pedagogy. A variety of tools mentioned included Sketch
professional development sessions focused on the need to Notes, Lumio, Canva, Mentimeter, Backchannel Chats,
network with other educators, visit other active learning Jamboards, Book Creator, Adobe Express, Pic Collage, Spark
classrooms, and to receive support and training with Posts, Smart Notebook, Notability, Google Suite, and several
technology tools and apps. Educators also indicated the others. These tools allow students to demonstrate their
need for discussions about room configurations, classroom learning authentically. Based on the co-teaching experience
management in flexible learning spaces, and other strategies in the Spanish room, Teacher 5 indicated the need for
such as process over product, vertical learning, etc. support with “technology like Smart Notebook, Lumio and
there's Google.”
Sub-theme 1: Networking and Classroom Visits
Sub-theme 3: Classroom Management
The teachers stated that the opportunity for educators to
come together as well as visit other active learning Class management in active learning spaces was an
classrooms was beneficial to their growth. It was evident that essential topic for teachers. Setting solid expectations and
networking sessions were necessary for teachers to improve community agreements for students in terms of furniture
their practices and actions for learner-centered pedagogy. and technology is important for classroom management. The
Teacher 5, shared that when coming together as a team there participants also shared that teachers needed to relinquish
is “accountability that has really improved the teacher control and allow the classroom to truly become the
partnership and relationship and how we work together. students’ classroom. Also in terms of classroom
This has not only been good for the students but has been management, it meant learning together the ways to
good for improving us as teachers as well.” Teacher 2 shared, reconfigure the classroom efficiently and effectively
“Active learning classrooms have made us better teachers depending on the activity. Teacher 1 shared, “I would like to
together.” know behavior management. I think it is definitely
The ability to observe other teachers in action or something for us to focus on since not having full control all
“walkthroughs” to learn more from each other was shared the time [in the active learning space].”
as a consistent means of learning for the participants. Teachers shared that in the active learning classroom they
Teacher 1 stated, “I kind of like getting into other teacher’s aren’t in control like they once were in the traditional
classrooms to observe and see how the [active learning] classroom. Teacher 2 provided an example of teaching from
classroom works.” Another teacher who serves as a mentor her iPad and wandering the classroom rather than being in
for new teachers shared her experience after visiting a math the front of the classroom: “I could also see letting go of the
teacher’s classroom with her mentee: focus. I mean let's be honest some teachers like being the
I went and watched someone yesterday on a walkabout focus of the room. They like everybody watching them. They
and he was really good with the iPad and walking around like being at the front.” The participants reiterated the need
[the classroom]. That was really cool flexibility. When I for support in engaging students and monitoring the

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classroom through movement. Teacher 2 shared that with The teacher's footprint within the classroom space was
the new flexibility in the active learning space: also mentioned as something for teachers to reflect upon,
I love the ability that I don't have to be stuck in one place. ensuring that the classroom is designed for the students and
I'm constantly wandering around and checking on kids. their learning and not the teacher's desk and space. Teacher
Proximity has a whole new meaning in this room because 1 shared the changes that she made:
there are no more rows and no more rigidity. I think I'm a My footprint or space is definitely something that I
more effective better teacher of that ability to move around changed so much from the beginning of the year. I’ve been
too. teaching now for seven years and wouldn't say that I am
Teacher 6 shared, “I'm always doing laps, always checking very traditional but one thing I was very traditional about
in [with students].” Teacher 7 also stated, “I get to be was having my space in front of my classroom. I had a
anywhere in the classroom. I'm not stuck or isolated to one very large area in the front of my room where students
spot. When I am presenting material I can be anywhere and weren't necessarily welcome to go. Now I have a really just
for the kids, there is no way a kid can really hide from me.” tiny little corner with my desk area. Even when I got the
The participants emphasized that the classroom is the screens and the furniture, I still kind of held on to that
students’ space and that in order to embrace this mentality, [teacher space] until we had some PD. It took me a while
teachers need to examine their “teacher footprint.” The to shift my mindset with that. I realized there truly should
participants indicated that time was well spent on topics be almost no space that is just mine since it is the student's
such as evaluating the teacher's footprint, listening to the classroom as much as my own.
noise, and looking at what is on the walls of the classroom However, the teacher's footprint was discussed in a
space. Teacher 1 explained: different context within the interviews and focus group. In
Conversations about that teacher footprint are going to be these other contexts, teachers discussed how when using the
very critical –– making sure that we kind of relinquish our iPad for teaching and movement around the classroom, they
control a little bit with that space and definitely make sure needed support with the organization of the classroom.
students have access to a large majority of the classroom Teacher 1 discussed his teacher footprint in terms of
and to see that large majority of the classroom space as proximity to students:
their space. The proximity to students works better the closer I can get
In order to help support classroom management, teachers to them when I'm talking about whatever content we are
need support and training in ways to configure the learning going over that day. The ability to move as a teacher
space for different pedagogies and activities within the wherever it is that I need to go [during the lesson]. My
classroom. Regarding relevant training topics, Teacher 3 teacher footprint has really expanded since I've gotten this
described the need to have “ideas of moving the furniture furniture. You know I think they are more engaged
around and coming up with different places for learning.” especially if they know that I'm aware that they may be
Teacher 1 stated the need to be “thinking about how to starting to disengage.
workspaces ahead of time. As far as professional The student’s process of learning is more important than
development goes, that's something that I've kind of picked the actual product. When students make mistakes or
up on over the course of the year. There are definitely struggle, they are engaging in the learning process. The
patterns that you use.” Finally, Teacher 1 shared: participants in the study shared that they need growth in
I would say the ability to kind of reframe and rethink their abilities to showcase “process over product.” This lack
where students are looking has been big for me. Trying to was apparent within the five classroom observations when
let go of the fact that they are not all going to be looking in the researcher looked for evidence of student work (process
one direction was difficult at first and it is still sometimes over product) displayed on classroom walls and discovered
difficult. it wasn’t visible in all of the classrooms. Teacher 1
commented, “As I continue to incorporate this [process over
Sub-theme 4: Other Pedagogical Strategies product] more it really is about having students show their
learning process throughout whatever the lesson may be.”
In reviewing documents from the various professional
Teacher 7 also shared that the job of educators is to move
development sessions for the active learning classroom
away from teacher-led activities:
teachers, other topics emerged like the use of choice boards,
This classroom has the least amount of teacher-led
process over product, listening to the noise, teacher
activities possible and has, you know, students working
footprint, student feedback, vertical learning, student
through problems to learn the material. I think this setup
agency, and formative assessment. The participants asked
just makes that so much easier to happen, to get my kids
for further growth opportunities with pedagogical strategies
to talk about math. It is a challenge, especially in my old
and tools.

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setup where I had traditional desks and rows and they than a noun helps to put into perspective that within these
were facing the front of the room. learning spaces is something that “we do” rather than
Vertical learning to demonstrate, manipulate, interact or something “we have” (Mulcahy et al., 2015).
represent learning was also a need of teachers. Within these Sub-theme 2: Ownership of the Classroom/Learning and
active learning spaces, portable vertical whiteboards have Accountability. The educators in the study perceived that
been incorporated. Teacher 6 explained that through student ownership and investment in learning seem to be
professional development, his use of the portable more productive when learner-centered pedagogy reflects
whiteboards for vertical learning has become a best practice choice and flexibility. Teacher 4 discussed, “The active
for instruction: learning spaces have moved us more towards personalized
As far as cognitive engagement with the addition of and self-paced learning in our classroom.” What we do
vertical learning and the whiteboard, I think back to [the know is that when students have greater control over their
course] social media marketing where we were analyzing learning, motivation improves, but not necessarily in
content. I had one group on one side of these [portable subsequent learning” (Hattie, 2009).
whiteboards] and one group on the other side of these and
they weren't bothering each other. They were just focused Theme 3: Professional Development
on what they were doing to show their learning process.
Educators provided with ongoing support around flexible
learning spaces can motivate substantial change, increased
Discussion
effect, and sustainability for long-term effects on student
learning (Kariippanon et al., 2020). The participants in the
Theme 2: Learner-Centered Pedagogy
research study provided feedback about professional
Teachers creating flexible or active learning spaces require development opportunities, such as the ability to network
support with pedagogical changes (Kariippanon et al., 2019). with other educators, visit other active learning classrooms,
The general findings in the study reveal that when students receive coaching support, and collaborate with colleagues.
are provided with choice, especially with flexible furniture Teacher 1 shared, “The teacher workshops and classroom
options, student ownership increases in the classroom. Also, visits are all super beneficial.” Supporting teacher growth
the implementation of practices and actions that allow through feedback and job-embedded professional
student choices with activities, movement, and learning development, as well as common planning time and
provides students with an increased sense of ownership. collaboration with teams of teachers to support student
Teacher 1 explained, “In a short few minutes, the students learning, best practices in instructional practices, and a
were able to help reconfigure the room for the three different shared vision, certainly help to improve teacher efficacy
lessons we were doing in the class period.” (Battersby & Verdi, 2015).
Sub-theme 1: Choice in Seating, Activities, and Other PD areas requested regarding flexible learning
Movement. The participants described that when students spaces, included training with technology tools and apps,
are given choice within the classroom, an environment is discussions about room configurations, and classroom
created that engages students. Teacher 2 shared, “I love that management strategies. Finally, other pedagogical strategies
students have choices for seating, groups, and activities such as vertical learning, choice boards, student agency, and
because of the pods and furniture. It has been phenomenal process over product were identified by the educators as
for reading groups and book clubs.” Rands and Gansemer- professional development topics and experiences.
Topf’s (2017) observation results showed that “Students felt Blackmore et al. (2011) highlighted, “the critical role of
that the classroom design ‘erased the line’ between teacher professional learning and pedagogy as key
instructors and students, which encouraged interaction and mediating factors. Unless teachers are prepared and are
led students to feel closer personal connections with their provided with the necessary professional skills, tools, and
instructor and their peers, creating a sense of community resources to change their practices, then newly built spaces
and enhancing student engagement” (p. 29). will not move them to innovative pedagogies” (p. 38).
The evidence revealed that in schools that have Sub-theme 1: Networking and Classroom Visits. The
implemented flexible learning spaces with integrated educator using quality pedagogical practices within the
technology, teaching and learning are supported and learning space is key to effective teaching (Kariippanon et
student work has become more collaborative (Kariippanon al., 2017). The ability to observe other teachers in action in
et al., 2017). Teachers commented that the active learning order to learn more from each other was shared as a
spaces allowed ownership and accountability to thrive consistent means of growth for the participants. Teacher 6
because of the actions occurring in the classroom. Research shared, “The PD provides us with an opportunity to learn
pointed out that thinking of learning spaces as a verb rather from each other on best practices rather than hammering the

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 LEARNER-CENTERED PEDAGOGY IN ACTIVE LEARNING SPACES

students with lectures.” A variety of quality professional teachers can experience it quicker than later.” Martin (2018)
learning, both informal and formal, is essential through stated, “When educators have opportunities to talk about
training, peer observations, networking with colleagues, how we learn best and what that looks like in the classroom
conferences, online learning, book studies, visits to other rather than what curriculum or program we are using, it can
classrooms and/or schools, and feedback loops (Kariippanon help create a shared understanding and allow for
et al., 2020; Kumar & Vigil, 2011). opportunities for learner-centered innovation to create the
Participants emphasized that overall the experience of desire experiences that we are striving for in schools” (p 113).
teaching in an active learning space had made them better The participants shared that they need strategies to
teachers, especially when provided with the opportunity to showcase “process over product”. Hare and Dillon (2020)
work together. The educators indicated that the ability to see stated, “Learning is a process, but too often our learning
others in action helped to support them in implementing spaces showcase the final product and undervalue the
best practices and pedagogies for their own students. Hattie journey it took to get there. Mistakes, struggle, and hard
(2021) stated, “Collective teacher efficacy is the collective work lead to great learning” (p. 70). When completing
belief of teachers in their ability to positively affect students. observations in five classroom observations and looking for
The message seems to be clear; together teachers can achieve evidence of student work (process over product) being
more, especially if they collectively believe that they can do displayed on classroom walls, it was not evident in 100% of
so” (para. 1). the classrooms observed.
Sub-theme 2: Technology Tools and Apps. The Other pedagogical practices and actions that teachers
participants shared the need for professional development emphasized were tactics to increase student agency and
regarding the technology in the classrooms: multiple flat- integrate vertical learning. Teacher 6 indicated, “The
panel TVs, iPads used by teachers and students, and various portable whiteboards are awesome for vertical learning, and
interactive apps and tools to stretch the integration of I wish I would have gotten one or two more for my active
technology in their lessons. Martin (2018) shared, learning classroom.”
“Technology and access to information aren’t the important
factors in creating 21st-century classrooms; teachers are. The Limitations
power of the teacher comes not from the information she Potential limitations noted within the research study that
shares but from the opportunities she creates for students to may have had an impact on the findings or implications on
learn how to learn, solve problems, and apply learning in the results, included (a) no direct student voice, (b) small
meaningful ways” (p. 29). In the research study, teachers sample size, (c) the role of the researcher within the school
shared different applications or tools that helped to support district.
technology use and integration into their learner-centered The first limitation was that direct student voices and
pedagogy. perspectives were absent from the research study. Based on
Sub-theme 3: Classroom Management. The participants the research methodology established as part of the
shared that setting solid expectations for students in using Institutional Review Board (IRB), the researcher opted not to
the furniture and technology was an important part of include the students’ voices. Participants were educators
classroom management practices. However, the participants and could only speculate about perceived student
also shared the importance of teachers relinquishing control engagement through their eyes as the classroom teacher.
and allowing the classroom to become the students’ Ultimately, only students can truly report their engagement
classroom. Teacher 1 shared, “As I have looked at my teacher and collaboration in the classroom.
footprint in the classroom, I realized I kept some spaces While the scope of the study may have caused limitations,
traditional for me but now have looked at the whole the researcher felt a saturation of results was reached with
classroom as the students.” One of the professional the data collected from the interviews, observations, and
development topics they wanted to engage was how to focus groups of these seven participants. Smith (2009)
relinquish control while still maintaining classroom provided some direction on sample sizes for qualitative
management. studies, indicating that doctoral dissertations are more
Sub-theme 4: Other Pedagogical Strategies. From the difficult to quantify with respect to sample sizes and that “no
data collection, other topics emerged for professional right answer [exists] to the question of the sample size”
development like the use of choice boards, process over (Smith et al., 2009, p. 52). Merriam and Tisdell (2016) stated,
product, listening to the noise, teacher footprint, student “Reaching a point of saturation or redundancy means that
feedback, vertical learning, student agency, and formative you begin hearing the same responses to your interview
assessment. Teacher 6 said, “It [active learning spaces with questions or seeing the same behaviors in observations; no
the pedagogy] is a game changer for me and I hope other new insights forthcoming” (p. 101). While the sample was

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Figure 4. Researcher’s Integrated Active Learning System with Investment and Return on Investment

Note: The researcher found that when support and investment are applied to the active learning system of
learner-centered pedagogy, learning space, and technology integration, there is a return on investment in terms
of student collaboration and engagement.

small, the study reached the point of saturation and no new with the organization. Dwyer and Buckle (2009) described,
themes emerged from the data. The study with the seven “The issue of researcher membership in the group or area
teachers provided perspective and viewpoints on the being studied is relevant to all approaches of qualitative
professional development of pedagogical practices for methodology as the researcher plays such a direct and
learning-centered classrooms and whether the professional intimate role in both data collection and analysis” (p. 55).
development of pedagogical practices supported an increase Therefore, research also indicated that insiders tend to build
in student engagement and collaboration. relationships and gain acceptance with the participants
A third limitation was that the researcher works in the quicker and easier (Dwyer & Buckle, 2009). This “insider”
district in the study. Additionally, the researcher provided status frequently allows researchers more rapid and
professional development for the teachers in flexible complete acceptance by their participants; therefore,
learning spaces. The Teaching and Learning Department, participants are typically more open with researchers
where the researcher serves as the Executive Director, providing a greater depth to the data gathered. The
provided funding for several of the active learning researcher, during the interviews and focus group, shared
classrooms in the district. The data collected may not have norms and expectations for the process and felt the
included all pertinent information due to the working participants didn’t withhold perceptions or dialogue about
relationship between the participants and the researcher; active learning spaces.
however, research indicated that there are benefits to the
researcher having “insider” knowledge and experiences

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Recommendations for Future Research learning skills and solve real-world problems in the school
setting and environment suited for their needs (Nair, 2017).
This research can be extended and strengthened to create With an investment of support for educators, including
new opportunities to learn about flexible and active learning professional development focused on learner-centered
spaces. pedagogy, schools can realize a return on investment as
First, more extensive research in terms of length and scope student engagement and collaboration are increased. Key
could improve future studies around flexible learning spaces components between the investment of support and the
and student-centered pedagogy. For instance, a longer return on investment are pedagogy, space, and technology.
research period that covers the school year rather than three However, the researcher took a different approach when
months might provide more data on the impact of practices applying the integrated active learning ecosystem of
and actions with the 4Cs. Although the secondary level was Steelcase’s research. According to Steelcase (2013), all three
chosen because of the decrease in student engagement and components of pedagogy, space, and technology are equal.
joy of learning, there may be valuable evidence at the In Figure 4, the researcher of the study shares that the
elementary level regarding student engagement. Also, even important facets of the ecosystem are a tiered pyramid
though the researcher felt that a level of saturation was representation with learner-centered pedagogy followed by
reached with seven participants, the expansion of the study the learning space itself and finally the integration of
into multiple school districts with active learning spaces technology.
might provide more valuable findings and learnings about
flexible learning spaces, integrated technology, and learner-
centered pedagogy.
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Appendix

Table 1. Active Learning Classroom Participant Demographics for Research Study

Participant Number of Years Content(s) Taught Other Information

Identification Teaching

Teacher 1 7 years English 9-12 ● Graduate of school district

● Only district taught in

Teacher 2 24 years English 7 ● 2nd year in district

● Taught in other states

Teacher 3 9 years Math 8 ● 3rd year in district

● Other subjects taught like social
studies

Teacher 4 25 years Spanish 6-8 ● 23 years in district

● Masters in Ed Tech

Teacher 5 26 years Spanish 6-8 ● 19 years in district

● Grades 1-6 Certification
● Masters in Ed Leadership

Teacher 6 29 years Business 9-12 ● Out of classroom 11 years as a

Digital Learning Specialist
● Previous Grade 6-8 Math teacher

Teacher 7 17 years Math 9-12 ● Completing Masters in Math

● 14 years in district

Table 2. Classroom Observations: Evident in Lesson or Not Evident in a 50 to 60 Minute

Lesson

General Observation Task Evident in Not Evident

Lesson in Lesson

n % n %

The classroom has flexible seating that is organized by the students and 2 40 3 60
teacher based on the learning activity

Technology (iPads, tv monitors, etc.) is integrated into the lesson by the 5 100 0 0
teacher and utilized to demonstrate learning by the students

Students actively participate in meaningful learning experiences during 4 80 1 20

the lesson

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The teacher facilitates learning from different locations in the classroom 5 100 0 0
with movement and proximity to students

Student work (process over product) is displayed on the classroom walls 0 0 5 100

Students have the opportunity to collaborate with other students during 5 100 0 0
the lesson with partners, teams, or pods

Students are involved in the lesson through responses and formulating 5 100 0 0
questions

Assessment as and for learning are evident in the lesson with frequent 5 100 0 0
checks for understanding

A positive engaging learning environment is evident with the teacher 4 80 1 20

connecting with students

Students develop their own learning tasks that stretch their creativity, 0 0 5 100
critical thinking, communication, and collaboration

Students explain and justify their thinking when responding to questions 5 100 0 0

Students discover opportunities to apply content to their lives as well as 2 40 3 60

real-world application

Students remain on-task and productively engaged throughout the lesson 4 80 1 20

The lesson achieved a focus on learner-centered engagement where the 3 60 2 40

students monitor and adjust their own participation

Students are encouraged to take risks and persevere through productive 3 60 2 40

struggle

Students are provided with effective feedback to guide them into their 5 100 0 0
learning

Students demonstrate respect for peers, teacher and the active learning 4 80 1 20
environment

Classroom learning procedures and routines are well established but 4 80 1 20

remain flexible and fluid to adapt to the learning task as needed

Students demonstrate mastery of content through opportunities to self- 2 40 3 60

reflect, set learning goals, and share responsibility of their learning

Results from formative processes and tools, along with effective feedback, 4 80 1 20
are used to immediately adjust pacing, plan differentiated instruction,
and monitor progress

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