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Learning spaces glossary

31 terms from C08, Learning spaces: physical, hybrid and virtual — each defined in the primer's own words. Every term the primer teaches links to the slide that teaches it.

The whole context glossary

C08 · Learning environments

Learning spaces: physical, hybrid and virtual

“A new room changes teaching.”

Every term below is defined in the words of learning spaces, primer C08 of understanding the context of education, and opens the primer at the slide where it is taught. 1 term is also defined by another primer in the series; where the two differ, both wordings are given. The whole context glossary holds all of them together.

TermDefinitionReferred to inRead further
A
Accessibility and universal design of spaces

Designing buildings, rooms and platforms so that everyone can reach and use them, from step-free routes to captioned video and screen-reader-friendly course sites. Beatty (2019) makes accessibility one of the four HyFlex values. Primer C07 covers inclusion in depth.

  • Beatty, B. J. (2019). Hybrid-flexible course design: Implementing student-directed hybrid classes. EdTech Books. doi
  • Steinfeld, E., & Maisel, J. L. (2012). Universal design: Creating inclusive environments. John Wiley & Sons.
Acoustics

How sound behaves in a space: background noise, reverberation and how clearly speech carries. Poor classroom acoustics are linked to lower attainment (Shield & Dockrell, 2008), and audio is the most common failure point in hybrid rooms (Raes et al., 2020).

  • Shield, B. M., & Dockrell, J. E. (2008). The effects of environmental and classroom noise on the academic attainments of primary school children. The Journal of the Acoustical Society of America, 123(1), 133–144. doi
  • Shield, B., Greenland, E., & Dockrell, J. (2010). Noise in open plan classrooms in primary schools: A review. Noise and Health, 12(49), 225–234. doi
  • Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269–290. doi
Active learning classrooms

Rooms built for group work and interaction, often with round tables, shared screens and whiteboards on every wall. SCALE-UP and TEAL are well-known examples (Beichner, 2006; Dori & Belcher, 2005).

  • Beichner, R. (2006). North Carolina State University: SCALE-UP. In D. G. Oblinger (Ed.), Learning spaces (chap. 29). EDUCAUSE. educause.edu
  • Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students’ understanding of electromagnetism concepts? Journal of the Learning Sciences, 14(2), 243–279. doi
  • Brooks, D. C. (2011). Space matters: The impact of formal learning environments on student learning. British Journal of Educational Technology, 42(5), 719–726. doi
Air quality and CO₂

How fresh and clean indoor air is, usually tracked in classrooms by the concentration of carbon dioxide as a marker of ventilation. Lower concentrations are associated with faster schoolwork and better attendance (Wargocki et al., 2020).

  • Wargocki, P., Porras-Salazar, J. A., Contreras-Espinoza, S., & Bahnfleth, W. (2020). The relationships between classroom air quality and children’s performance in school. Building and Environment, 173, Article 106749. doi
  • Wargocki, P., & Wyon, D. P. (2007). The effects of moderately raised classroom temperatures and classroom ventilation rate on the performance of schoolwork by children (RP-1257). HVAC&R Research, 13(2), 193–220. doi
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015a). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. doi
B
Blended Learning (SG)

Regularly scheduled home-based learning days in Singapore's secondary schools and junior colleges, designed to build self-directed learning and supported by the Student Learning Space (Ministry of Education, 2020).

C04 Teaching that combines face-to-face and online learning in one course, with the online part doing real instructional work rather than only storing materials. Primer C08 covers learning spaces.

  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. doi
  • Ministry of Education, Singapore. (2020, December 29). Blended learning to enhance schooling experience and further develop students into self-directed learners [Press release]. moe.gov.sg
  • Ministry of Education, Singapore. (n.d.). Singapore Student Learning Space (SLS). Retrieved September 17, 2026, from moe.gov.sg
Built learning environment

The physical setting of learning: buildings, rooms, furniture, outdoor areas and the conditions inside them. Blackmore et al. (2011) review how it connects to student outcomes.

  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes (Education Policy and Research Division Paper No. 22). Department of Education and Early Childhood Development, Victoria. education.vic.gov.au
  • Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33(1), 47–70. doi
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015a). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. doi
C
Climate-resilient schools

Schools designed or adapted to stay usable and comfortable through heat, heavy rain and other effects of a changing climate, for example with shading, fans, cool paint and greenery (Ministry of Education, 2024).

  • Ministry of Education, Singapore. (2024, August 19). Enhancing school infrastructure to support the future of learning [Press release]. moe.gov.sg
  • Ministry of Education, Singapore. (2021, March 4). Learn for life: Equipping ourselves for a changing world. Nurturing stewards of the environment [Press release]. moe.gov.sg
Community of inquiry

A model, developed from text-based computer conferencing and widely used to design online courses, of three elements essential to an educational transaction: cognitive presence, social presence and teaching presence (Garrison et al., 1999).

  • Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. doi
Configurable classrooms

Rooms whose furniture, partitions or technology can be rearranged quickly for different group sizes and activities. Their value depends on whether they are in fact reconfigured.

  • Ministry of Education, Singapore. (2024, August 19). Enhancing school infrastructure to support the future of learning [Press release]. moe.gov.sg
  • Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture, 19(1), 43–63. doi
D
Default pedagogies

The familiar routines, or "the way we used to do things", that teachers who are not well prepared may revert to in a new space (Blackmore et al., 2011).

  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes (Education Policy and Research Division Paper No. 22). Department of Education and Early Childhood Development, Victoria. education.vic.gov.au
F
Flexible learning spaces

Spaces designed to support several kinds of activity, often through movable furniture, operable walls and breakout areas. Dovey and Fisher (2014) distinguish convertibility (switching between set-ups) from agility (moving fluidly between activities).

  • Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture, 19(1), 43–63. doi
  • Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts (Technical Report 3/2018). University of Melbourne, LEaRN. iletc.com.au
H
HEAD project (Clever Classrooms)

A study of 153 classrooms in 27 English primary schools, in which seven design parameters together explained 16% of the variation in pupils' progress over a year (Barrett et al., 2015a).

  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015a). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. doi
  • Barrett, P. S., Zhang, Y., Davies, F., & Barrett, L. C. (2015b). Clever classrooms: Summary report of the HEAD project. University of Salford. usir.salford.ac.uk
  • Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689. doi
Hybrid and HyFlex rooms

Hybrid rooms let some learners join from the room and others online at the same time. HyFlex courses let each student choose, session by session, whether to attend in the room, live online or online later (Beatty, 2019).

  • Beatty, B. J. (2019). Hybrid-flexible course design: Implementing student-directed hybrid classes. EdTech Books. doi
  • Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269–290. doi
I
Indoor environmental quality

The combined quality of the indoor conditions that affect people: thermal comfort, air quality, lighting and acoustics. It is the part of the built environment with the strongest evidence for direct effects on learning.

  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015a). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. doi
  • Wargocki, P., & Wyon, D. P. (2007). The effects of moderately raised classroom temperatures and classroom ventilation rate on the performance of schoolwork by children (RP-1257). HVAC&R Research, 13(2), 193–220. doi
  • Shield, B. M., & Dockrell, J. E. (2008). The effects of environmental and classroom noise on the academic attainments of primary school children. The Journal of the Acoustical Society of America, 123(1), 133–144. doi
Innovative learning environments

In the ILETC project, the product of innovative space design and innovative teaching practice together (Mahat et al., 2018). The OECD (2017) uses the term for whole learning settings, not only buildings.

  • Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts (Technical Report 3/2018). University of Melbourne, LEaRN. iletc.com.au
  • OECD. (2017). The OECD handbook for innovative learning environments. OECD Publishing. doi
  • Byers, T., Imms, W., & Hartnell-Young, E. (2018). Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Studies in Educational Evaluation, 58, 167–177. doi
L
Learning commons and informal spaces

Shared spaces, often in libraries, where students study, meet and work with technology outside timetabled classes. Oblinger (2006) describes many examples in higher education.

Learning space design

The practice of planning physical and virtual spaces around the learning they are meant to support. Oblinger (2006) presents it from the side of teachers, technologists and librarians, not only architects.

  • Oblinger, D. G. (Ed.). (2006). Learning spaces. EDUCAUSE. educause.edu
  • OECD. (2017). The OECD handbook for innovative learning environments. OECD Publishing. doi
Life cycle of a learning space

Four phases of a space: design; implementation and transition; consolidation; and sustainability or re-evaluation, with most research in the design phase and little linking any phase to learning outcomes (Blackmore et al., 2011).

  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes (Education Policy and Research Division Paper No. 22). Department of Education and Early Childhood Development, Victoria. education.vic.gov.au
Lighting and daylight

The amount, quality and control of natural and artificial light in a room. Light is one of the naturalness parameters in the HEAD study (Barrett et al., 2015a).

  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015a). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. doi
  • Barrett, P. S., Zhang, Y., Davies, F., & Barrett, L. C. (2015b). Clever classrooms: Summary report of the HEAD project. University of Salford. usir.salford.ac.uk
N
Naturalness, individualisation and stimulation

The three design principles of the HEAD study. Naturalness covers light, temperature and air quality; individualisation covers ownership and flexibility; stimulation covers complexity and colour, which work best at a moderate level (Barrett et al., 2015b). The 2015 journal paper calls the second principle individuality.

  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015a). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. doi
  • Barrett, P. S., Zhang, Y., Davies, F., & Barrett, L. C. (2015b). Clever classrooms: Summary report of the HEAD project. University of Salford. usir.salford.ac.uk
  • Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689. doi
O
Open-plan and modern learning environments

Schools with few fixed classroom walls, where several groups share a larger space. The term modern learning environment is common in New Zealand. Noise and speech privacy are the recurring problems (Shield et al., 2010).

  • Shield, B., Greenland, E., & Dockrell, J. (2010). Noise in open plan classrooms in primary schools: A review. Noise and Health, 12(49), 225–234. doi
  • Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture, 19(1), 43–63. doi
Outdoor learning spaces

Playgrounds, gardens, fields and nearby natural areas used for learning. Blackmore et al. (2011) note how little research examines the links between indoor and outdoor spaces.

  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes (Education Policy and Research Division Paper No. 22). Department of Education and Early Childhood Development, Victoria. education.vic.gov.au
P
Post-occupancy evaluation

A systematic evaluation of how a building performs once it is in use (Preiser, 1995). For learning spaces, it should include how teaching and learning have changed (Cleveland & Fisher, 2014).

  • Preiser, W. F. E. (1995). Post-occupancy evaluation: How to make buildings work better. Facilities, 13(11), 19–28. doi
  • Cleveland, B., & Fisher, K. (2014). The evaluation of physical learning environments: A critical review of the literature. Learning Environments Research, 17(1), 1–28. doi
  • Imms, W., Cleveland, B., & Fisher, K. (Eds.). (2016). Evaluating learning environments. Sense Publishers. doi
S
School infrastructure refresh (SG)

Singapore's progressive programme of changes to school buildings, announced in 2024: more flexible classrooms, refreshed libraries and laboratories, better networks, staff collaboration spaces, shared facilities, heat mitigation and barrier-free access (Ministry of Education, 2024).

  • Ministry of Education, Singapore. (2024, August 19). Enhancing school infrastructure to support the future of learning [Press release]. moe.gov.sg
School plan types

Five primary plan types, ranging from the traditional classroom through various degrees of convertibility to permanently open plans; the most open are cheaper to build but not the most agile (Dovey & Fisher, 2014).

  • Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture, 19(1), 43–63. doi
  • Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts (Technical Report 3/2018). University of Melbourne, LEaRN. iletc.com.au
Space as the "third teacher"

An idea from the Reggio Emilia approach to early childhood education: after the adults, the environment itself teaches, so it should be arranged with care (Strong-Wilson & Ellis, 2007).

  • Strong-Wilson, T., & Ellis, J. (2007). Children and place: Reggio Emilia’s environment as third teacher. Theory Into Practice, 46(1), 40–47. doi
  • Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Praeger.
Space–pedagogy–outcome linkage

The chain by which a space affects learning, mostly by shaping what teachers and learners do. Blackmore et al. (2011) stress that the relationship is not linear, and that there is little direct evidence linking spaces to outcomes.

  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes (Education Policy and Research Division Paper No. 22). Department of Education and Early Childhood Development, Victoria. education.vic.gov.au
  • Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts (Technical Report 3/2018). University of Melbourne, LEaRN. iletc.com.au
  • Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33(1), 47–70. doi
T
Teacher mind frames and spatial practice

In the ILETC project, mind frames are "the ways that a teacher actively thinks to guide their professional practice" (Mahat et al., 2018). Spatial practice is how teachers actually use a space: where they stand, how they group students, what they move.

  • Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts (Technical Report 3/2018). University of Melbourne, LEaRN. iletc.com.au
Thermal comfort

Whether people feel neither too warm nor too cold. In one set of classroom experiments, cooling rooms from 25°C to 20°C made children faster at schoolwork (Wargocki & Wyon, 2007).

  • Wargocki, P., & Wyon, D. P. (2007). The effects of moderately raised classroom temperatures and classroom ventilation rate on the performance of schoolwork by children (RP-1257). HVAC&R Research, 13(2), 193–220. doi
  • Wargocki, P., Porras-Salazar, J. A., Contreras-Espinoza, S., & Bahnfleth, W. (2020). The relationships between classroom air quality and children’s performance in school. Building and Environment, 173, Article 106749. doi
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015a). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133. doi
Third space

Soja (1996) uses thirdspace for space that is at once lived, planned and imagined. In education, Gutiérrez (2008) describes a collective third space where students' everyday and academic knowledge meet.

  • Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Blackwell. wiley.com
  • Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. doi
V
Virtual learning environments and LMS

Online platforms that hold course materials, activities, discussion and assessment, also called learning management systems. Singapore's national example is the Student Learning Space (Ministry of Education, n.d.).

  • Ministry of Education, Singapore. (n.d.). Singapore Student Learning Space (SLS). Retrieved September 17, 2026, from moe.gov.sg

Nearby

The primer itself, and the ones either side

Read learning spaces (opens in a new tab)Inclusion, diversity and special educational needs Embodied, spatial and immersive learning All 24 primers
Singapore