Chais_2026

Orit Avdiel, Ina Blau E11 References Aga, K. (2024). Comfort in active learning spaces – students’ perceptions and preferences. European Journal of Engineering Education, 49(4), 785–806. https://doi.org/10.1080/03043797.2024.2341756 Alakoski, R., Laine, A., & Hannula, M. S. (2024). Teaching mathematics in innovative learning environments—The entangled tensions between the learning environment and pedagogy. European Journal of Education, 59(3). https://doi.org/10.1111/ejed.12661 Alakoski, R., Laine, A., & Hannula, M. S. (2025). Interaction and collective emotional climate in innovative learning environments in mathematics lessons: a third- and fourth-grade students’ perspective. Learning Environments Research. https://doi.org/10.1007/s10984-025-09530-7 Blau, I. (2011). E-collaboration within, between, and without institutions: Towards better functioning of online groups through networks. International Journal of e-Collaboration (IJeC), 7(4), 22-36. http://doi.org/ 10.4018/jec.2011100102 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676x.2019.1628806 Colton, J., O’Keeffe, L., Barry, G., White, B., & White, J. (2024). Teacher’s perceptions of pedagogical practices in innovative learning spaces. Pedagogy Culture and Society, 32(3), 675–697. https://doi.org/10.1080/14681366.2022.2073605 Connor, L. (2023). Possibilities, Perceptions and Practices: Visibilising the impact of flexible learning spaces. Video Journal of Education and Pedagogy, 8(1), 1–14. https://doi.org/10.1163/23644583-bja10045 Correia, M., & Cavadas, B. (2024). Innovative learning environments: a learning experience with inservice teachers. Educational Media International, 61(1–2), 146–160. https://doi.org/10.1080/09523987.2024.2358652 Creswell, J. W. (2021). A concise introduction to mixed methods research. Thousand Oaks, CA,USA: SAGE. http://doc1.lbfl.li/acc/flmf044361.pdf Dehdary, N., Allmark, N., Nadabi, Z. A., & Hurmuzy, S. A. (2024). Using a Technology-Enhanced active Learning classroom to teach English: a help or hindrance? Journal of Language Teaching and Research, 15(5), 1455–1466. https://doi.org/10.17507/jltr.1505.07 Desimone, L. M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward better conceptualizations and Measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189x08331140 Fletcher, J., Everatt, J., Subramaniam, Y. D. B., & Ma, T. (2023). Perceptions about innovative and traditional learning spaces: Teachers and students in New Zealand primary schools. New Zealand Journal of Educational Studies, 58(1), 133-151. https://doi.org/10.1007/s40841-023-00280-9 Halidane, C., Bluteau, J., Pillarella, S., & Kirakoya, F. (2024). Impact of flexible seating on the quality of teacher-student interactions with coping to stress adaptation and mental health of elementary students in Quebec. International Journal of Health Promotion and Education, 62(4), 325–338. https://doi.org/10.1080/14635240.2023.2212373 Hu, L., Zhang, W., & Lin, P. (2025). Can the utilization of technology-enhanced learning spaces lead to improved learning outcomes? A meta-analysis based on 39 experimental and quasiexperimental studies. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2024.2436943 Jalal, S., Norman, H., Zaini, H., Hamdan, F., & Zakaria, N. Y. K. (2024). Transformation of challengebased learning spaces in higher education. International Journal of Academic Research in Business and Social Sciences, 14(5). https://doi.org/10.6007/ijarbss/v14-i5/21591

RkJQdWJsaXNoZXIy Mjk0MjAwOQ==