Orit Avdiel, Ina Blau E9 Table 4. Levels of Collaboration among Learners (interviews=133; observations=19) Level of Collaboration Representative Quotation Information Sharing Interviews: N=50 (38%) Observations: N=1 (5%) Interview: "When a student finishes early, we review their work briefly and tell them, “You’re a young teacher.” They then help teach their classmates, since peers often explain concepts to each other in a clearer, more relatable way." (G) Cooperation Interviews: N=20 (15%) Observations: N=3 (16%) Interview: "We have classroom roles because I teach them responsibility. One of the roles is “Computer Monitor,” and their job at the end of each day is to make sure all the laptops are charging and to roll up the computer mice so they don’t get damaged." (A) Collaboration Interviews: N=63 (47%) Observations: N=15 (79%) Observation: "The teacher let the students choose whether to work on the assignment in the different learning spaces in pairs or alone. Most of them formed pairs or groups of three and worked together on the tasks." (D2) The results demonstrated that learner collaboration was highly prominent in the FLS. The most common form observed was Collaboration, the highest level, in which students worked together on tasks, responded to one another’s ideas, and jointly shaped their learning processes. Information sharing also appeared meaningfully, evident in peer discussions, concept explanations, and the presentation of shared products Discussion This study highlights the contribution of FLS to both advanced technology integration and meaningful collaboration in school-based instruction. Integration of Technological Tools in Teaching and Learning Processes in FLS Analysis of technology integration shows that the availability of technological tools in the FLS encouraged teachers to engage with them more actively. Prior research similarly found that technology-rich environments motivate teachers to explore new instructional methods, experiment with unfamiliar tools, and adopt innovative practices (Hu et al., 2025; Sitthiworachart et al., 2022). In this study, teachers integrated technology at advanced levels, including Modification and even Redefinition according to the e-CSAMR model. The findings further suggest that the spatial design of the FLS, which favors independent and parallel work over frontal instruction, shaped the level and nature of technology integration. These findings align with earlier studies showing that technology integration in FLS can transform teaching and learning, shifting them toward active, learner-centered pedagogies (Correia & Cavadas, 2024). Moreover, insights from the Mindtools framework analysis (Jonassen, 2020) reinforced this pattern, indicating that integration in the FLS frequently reflected “learning with technology,” a constructivist-oriented approach that supports active knowledge construction. In this context, the availability of multiple learning zones and the ease of transitioning between learning configurations
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