The Physical Classroom
Some physical aspects that influence Collaborative Inquiry are lighting, noise, density, and temperature. According to Graetz & Goliber (2002) "these variables appear to have a strong influence on social behavior and may also have an impact on the effectiveness of collaborative learning" (p. 15). Other variables that promote collaboration are flexible seating, tables, and bookshelves.
Lighting
There are continuous debates about the influence different types of lighting can have on student learning. Graetz & Goliber (2002) state, “research indicates that it does produce heightened levels of physiological arousal in students, particularly in those who are already prone to arousal (for example, in hyperactive or autistic individuals)" and continue to state “that exposure to traditional fluorescent lighting reduces student sociability” (p. 17), which is key for effective collaboration.
Evidence shows that “learning capabilities improved 7-26% when students were exposed to adequate natural lighting” (6 Key Elements, 2017). Hence, better lighting produces better learning outcomes and higher cognitive performance that will in turn produce more efficient critical thinkers and collaborators in our classrooms.
Evidence shows that “learning capabilities improved 7-26% when students were exposed to adequate natural lighting” (6 Key Elements, 2017). Hence, better lighting produces better learning outcomes and higher cognitive performance that will in turn produce more efficient critical thinkers and collaborators in our classrooms.
Temperature |
Temperature that falls outside comfortable levels may have a negative effect on student learning. According to Graetz & Goliber (2002) “although research suggests that classroom temperature does affect learning (Wyon, 1970), it probably has greater impact on social behavior” (p.16). As learning in the 21st century relies heavily on social interactions then the social context should be considered. Graetz & Goliber’s (2002) study found that " Relative to lecture halls, the average temperature of collaborative classrooms may need to be reduced" (p 16).
Density
Classroom density refers to the spatial and social aspects of our learning spaces. In the article by Graetz & Goliber (2002) it states, “When designing collaborative classrooms, spatial density should be such that both students and instructors have enough room to move easily from group to group (that is, four to seven feet between groups)” (p 17). This indicates that for collaboration “groups can be expected to work together at personal distances of two to four feet without feeling crowded” (Graetz & Goliber, 2002, p. 18).
Noise
Teachers can confirm that noise levels during collaboration stray far from learning in a traditional classroom. Unfortunately, literature reviews provide contradicting evidence in these regards. Some literature suggests, “that designers need not expend any additional resources to reduce noise in collaborative classrooms” (Graetz & Goliber, 2002, p. 18). According to another reference “The interfering effects of noise during learning—particularly noise that includes voices (language)—is quite profound in young children.... noisy interference makes it difficult for kids to stay on task” (Uncapher, 2016). Therefore, noise levels within the classroom should be considered depending on the proposed task.