Master of education Assignment

Running head: MASTER OF EDUCATION
MASTER OF EDUCATION
Name of the Student
Name of the University
Author note:

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MASTER OF EDUCATION
Table of Contents
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Reference:................................................................................................................................12

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MASTER OF EDUCATION
Step 1:
There has been a wealth of literature that has reviewed the direct impact of the
capacity of design and quality on the outcome of the engagement of and achievement
students in the classroom. The strength of innovative learning environment is that it is
capable of adapting and evolving the practise of education (Watters and Ginns 2000) This
concept of flexible learning environment is considered to revolutionary by the scholars as it
promote deeper interest among students towards learning that is facilitated through the
physical changes. Scholars have argued that the traditional space of teaching can be
improved through the appreciation of the different approaches to learning and teaching
(Pegrum, Oakley, G. and Faulkner 2013). Neill and Etheridge discuss about the designing of
the learning space and the inclusion of pedagogy, instructional technology and physical
design that would foster the different kinds of pedagogical approaches. The authors argued
that achieving that kind of goal demands a flexible learning space in the classroom. The
illustration of this would be transforming the physical space from the traditional setting
exemplified with chairs and tables to new classrooms with IT infrastructure. Another aim of
the researchers was to encourage pedagogical shift from the teacher to the student that would
adopt a collaborative and self-directed method through the involvement of groups and the
social learning communities. Scholars are of the view that pedagogical innovations require a
space that allows the exploration of both the student and the teacher. In order to be effective,
the highlight of the space should be to enable various modes of learning and instruction
(Albion and Gibson 2000). Some of the learning space understood by the researcher is, linear
that is facilitated through lecturer video and presentation; horizontal, that is, facilitated
through class discussion; cluster, that is, facilitated through activities and small group
discussions, and network, that is facilitated through decentralized instruction. Scholars argue
that faculty regarding their room functional usage deploys a variety of pedagogical

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MASTER OF EDUCATION
approaches. This is in juxtaposition to the context of traditional classrooms where there has
been no difference in the usage of rooms. Faculties in the traditional classroom position
explicit teaching along with the use of cluster configurations and horizontal configurations
and the usage of both of these have been found to be equal by a section of scholars working
on this area (McLoughlin 2013). Scholars have argued flexibility of the room is positively
correlated to the engagement of students in the classroom (Chen, Lambert and Guidry 2010).
It was further found that the classroom setting fostered collaborative learning and facilitated
teaching and learning styles of the teachers. With the proliferation in the innovative teaching
and learning practises, researchers need to focus on the physical space. According to
environmental psychologists, the importance of physical space is being increasingly
recognized and it can be found that it has both positive and negative impact on the learning
outcome of the student. As has been stated through research, flexible learning environment
plays a crucial role in the learning outcome of the students. This is witnessed in the form of
flexibility in learning, grasping, engagement of the students and collaboration. Despite the
introduction and adoption of flexible learning spaces, it has been found that the traditional
learning space in the classroom has no alternative for enriching the learning outcome of the
students.. It is the teacher who enjoys the absolute power in deciding on the study materials
and it largely leads to a one-way communication (Sun and Rueda 2012). On the other hand,
the flexible learning setting is premised on the principles of collaboration and advocates
delete the autonomy of the students by rendering them agency in the process of learning.
Researchers have identified that communication strategy is imperative to establish awareness
of the room and thereby train the faculties on the room features they would seek for the
purpose of teaching and learning. Studies have shown that the awareness about the room
informs the faculty about the different kinds of ways to utilize the room and tap the
advantages of the features and the functionality. There should be consideration regarding