From Stage to Space: Teacher Roles, Instructional Strategies, and Self-Regulated Learning in Flexible Learning Spaces

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Section 3a: Learning Environments Virtual Poster Session

Abstract

This study explores teacher role perspectives, instructional strategies, and self-regulated learning promotion within Flexible Learning Spaces (FLS). Grounded in Illeris’ learning model, the Teacher Centrality framework, and Pintrich’s self-regulated learning model, it examines how FLS shape teacher roles, foster learner-centered strategies, and encourage student responsibility. Using a mixed-methods multiple case study with interviews and observations of teachers from grades 1–9, findings reveal a shift toward a guide role marked by lower teacher centrality and emphasis on learner independence across cognitive, emotional, and social dimensions. Instructional strategies reflect facilitator and guide roles, nurturing student autonomy. FLS promote self-regulated learning through contextual, behavioral, emotional, and social regulation. The study highlights FLS as dynamic spaces enhancing learner-centered pedagogy and meaningful teacher-student interactions.

Authors

• Orit Avdiel, The Open University of Israel

• Ina Blau, The Open University of Israel