Lessons learned – open plan classrooms do not equal flexible learning spaces

By Chris Maurer-Smolder

If you live in Victoria or New South Wales, you’ve probably heard the debate around open-plan classrooms (Featherston, 2023; Stobart & Hunter, 2023). These shared spaces, often described as chaotic and noisy, have sparked frustration among teachers and parents alike. In fact, New South Wales has put an end to building them altogether (Harris, 2023). So why were they introduced in the first place?

Flexible Learning Spaces vs. Open-Plan Classrooms

The concept of flexible learning spaces is often confused with open-plan classrooms. In reality, they’re not the same thing.

A flexible learning space features moveable furniture and equipment, allowing for multiple configurations (Kariippanon et al., 2020). It’s designed to create an adaptable environment where students can collaborate, think critically, and engage in inquiry-based learning (Niemi, 2021).

On the other hand, an open-plan classroom is a large space shared by multiple classes. While some argue these setups foster a sense of community among teachers and students (Niemi, 2021), research suggests they often introduce more problems than benefits.

The Research: What Works and What Doesn’t

A review by Byers et al. (2018) found limited rigorous research on the effectiveness of flexible learning spaces. However, case studies from Finland and Australia shed light on what works—and what doesn’t.

Lesson 1: Involve Teachers in the Design Process

Finland has required all new schools since 2016 to include flexible learning environments. While some schools saw benefits like stronger collaboration among students and teachers, others struggled with a lack of privacy and difficulties managing student interactions (Niemi, 2021). A major issue? Teachers had no say in the design process.

Contrast this with Australian schools where teachers and principals led the redesign. Schools replaced rigid rows of desks with couches, standing desks, and breakout areas (Kariippanon et al., 2018). The result? More engaged students and improved well-being. However, distractions and noise—especially in primary schools—remained a challenge.

Takeaway: Spaces should be designed with input from those who actually teach in them.

Lesson 2: Avoid Open Spaces Shared by Multiple Classes

Noise is a major issue in open-plan environments (Connolly et al., 2013; Shield et al., 2010). Teachers limit activities to avoid disturbing others, and students struggle to concentrate. But the impact goes beyond mere annoyance—it affects learning outcomes.

A study by Rance et al. (2023) compared students in open-plan and traditional classrooms. Over a year, students in traditional settings gained 6.8 more words per second in reading fluency than their open-plan peers. Given the strong link between reading ability and long-term academic success, this is concerning.

Meanwhile, a study by Imms & Byers (2017) on Year 7 students found that flexible learning spaces improved engagement and math performance. However, their study differed in one key way: each classroom housed only one class at a time.

Takeaway: Flexibility doesn’t mean putting multiple classes in one space. Noise levels must be managed to ensure effective learning.

The Future of Flexible Learning Spaces

The key takeaway from these case studies? Thoughtful design matters.

1. Teachers must be involved in designing learning spaces (Kariippanon et al., 2020; Niemi, 2021).

2. Noise control is essential—breakout rooms, pods, and quiet areas can help (Kariippanon et al., 2020).

3. One class per space should be the norm. More than that, and learning suffers (Rance et al., 2023).

   
   

Rather than dismissing flexible learning spaces entirely, we should refine how they’re implemented. By learning from past mistakes, we can create classrooms that truly enhance student engagement and success.

What do you think? Have you experienced an open-plan classroom? Share your thoughts in the comments below!

References

Byers, T., Mahat, M., Liu, K., Knock, A., & Imms, W. (2018). A systematic review of the effects of learning environments on student learning outcomes. U. o. Melbourne. https://apo.org.au/node/188746

Clennell, A. (2017, July 21). 120 kids to be taught in open-plan classrooms in new schools. The Daily Telegraph. https://www.dailytelegraph.com.au/news/nsw/120-kids-to-be-taught-in-openplan-classrooms-in-new-schools/news-story/7e1e3a9525a3f2fbd12286ed8eb4b052

Connolly, D. M., Dockrell, J. E., Shield, B. M., Conetta, R., & Cox, T. J. (2013). Adolescents' perceptions of their school's acoustic environment: The development of an evidence based questionnaire. Noise Health, 15(65), 269-280. https://doi.org/10.4103/1463-1741.113525

Featherston, M. (2023, September 18). Open spaces don't make for better learning. Sydney Morning Herald.

Harris, C. (2023, July 17). NSW shuts the door on open-plan classrooms. The Sydney Morning Herald.

Imms, W., & Byers, T. (2017). Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics. Learning environments research, 20(1), 139-152. https://doi.org/10.1007/s10984-016-9210-0

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

Kariippanon, K. E., Cliff, D. P., Okely, A. D., & Parrish, A.-M. (2020). The ‘why’ and ‘how’ of flexible learning spaces: A complex adaptive systems analysis. Journal of educational change, 21(4), 569-593. https://doi.org/10.1007/s10833-019-09364-0

Niemi, K. (2021). 'The best guess for the future?' Teachers' adaptation to open and flexible learning environments in Finland. Education Inquiry, 12(3), 282-300. https://doi.org/10.1080/20004508.2020.1816371

Rance, G., Dowell, R. C., & Tomlin, D. (2023). The effect of classroom environment on literacy development. npj Science of Learning, 8(1), 9. https://doi.org/10.1038/s41539-023-00157-y

Shield, B., Greenland, E., & Dockrell, J. (2010). Noise in open plan classrooms in primary schools: A review. Noise and Health, 12(49), 225-234. https://doi.org/10.4103/1463-1741.70501

Stobart, A., & Hunter, J. (2023, February 13). Open-plan classrooms are trendy but there is little evidence to show they help students learn. The Conversation. https://phys.org/news/2023-02-open-plan-classrooms-trendy-evidence-students.html#:~:text=In%202018%20the%20University%20of%20Melbourne%20published%20a,open-plan%20environments%20had%20mixed%20effects%20on%20academic%20performance