Higher education is increasingly shifting from traditional lecture-based teaching to more student-centred active learning, especially in STEM fields. Active learning aligns with social constructivist perspectives, emphasizing active knowledge construction. However, research on active learning often focuses on formal, timetabled contexts, neglecting the transitions students navigate between structured and unstructured learning environments. This study addresses this gap by examining student transitions between a lecture theatre and an adjacent informal breakout space within a UK STEM university. The researchers employed an ecological approach to understand the complexities of these transitions, acknowledging the interconnectedness of spatial, pedagogic, and agentic factors. This approach allows for a more holistic understanding of active learning challenges, considering the interplay between physical spaces, teaching methods, and student agency. The institution's ongoing efforts to transform its curriculum, pedagogy, and physical spaces to promote active learning created a rich context for this study. This research aimed to understand how students physically and pedagogically transitioned between timetabled and non-timetabled learning spaces, acknowledging the inherent tensions between promoting active pedagogies and implementing them within traditional infrastructure. The ecological framework, drawing upon concepts of interconnectedness, systems thinking, and resilience, provided a valuable lens for analyzing this complex system.

Existing literature highlights the effectiveness of active learning in STEM education (Ballen et al., 2017; Freeman et al., 2014) and the influence of physical space on learning (Vygotsky, 1980). While active learning classrooms are emerging, much research focuses solely on formal, timetabled learning (Eison & Bonwell, 1991), overlooking transitions between structured and unstructured learning (Imms & Kvan, 2021). Studies on informal learning spaces adjacent to formal classrooms (Harrop & Turpin, 2013; McCrone, 2021) offer a more holistic view. The concept of the 'ecological university' (Barnett, 2017; Kinchin, 2023) emphasizes interconnectedness and systems thinking, offering a framework for analyzing complex learning environments. Ecological systems theory (Bronfenbrenner, 1979; Bronfenbrenner & Morris, 2007) highlights how individuals influence and are influenced by their environment, extending to concepts of ecological leadership (Madden, 2017) and common-pool resource theory (Barnett & Jackson, 2019; Temple, 2019; Browndorf, 2014). These theories emphasize the importance of shared ownership and agency in learning spaces, supporting participatory design approaches (Goodyear & Ellis, 2019; Streule et al., 2022).

This mixed-methods study used an ecological approach to investigate student transitions between a lecture theatre and an adjacent breakout space in a university's chemical engineering department. The study employed three data collection methods: 1. **Quantitative Occupancy Monitoring:** Occupancy sensors provided anonymous data on space usage patterns over 120 hours across six weeks. Two common timetable configurations (Type 1 and Type 2) were identified for detailed analysis. ‘On-ramp’ (before lectures) and ‘off-ramp’ (after lectures) transition periods were defined based on timetable patterns. ‘Meaningful’ engagement was defined as breakout space usage exceeding 5 minutes. 2. **Ethnographic Observations:** Thirty observations (totaling approximately 24 hours) were conducted during term time (09:00-17:00) to understand student behavior in both spaces, focusing on transition periods. Field notes and sociograms (visual representations of interactions) were used to record observations. 3. **Field Interviews:** Twenty-one brief (5-10 minute) field interviews were conducted with 25 students immediately following observations. These focused on student perceptions of space use, frequency of use, reasons for choice, and alternative locations for similar activities. Verbal consent was obtained due to the informal nature of the interviews, as approved by the Imperial College's Education Ethics Review Process (EERP1718-021 and EERP1819-012). Participants included undergraduates (mostly from first and second year chemical engineering), students from other departments, and postgraduate students. Data analysis involved thematic analysis of qualitative data using NVivo software, identifying patterns and developing codes and themes. The analysis also involved quantitative analysis of occupancy data to identify trends in space usage during different timetable configurations. The mixed methods approach allowed for triangulation and a more complete understanding of student transitions and tensions.

The study identified three key categories of transitions and tensions: **1. Spatial Transitions and Tensions:** Occupancy data and observations revealed predictable patterns of student movement between the lecture theatre and breakout space. Type 2 timetables, which included a 'bridge' period between consecutive lectures, showed higher rates of meaningful engagement in both on-ramp and off-ramp transitions compared to Type 1 timetables. Interviews confirmed that students used the breakout space for reviewing material, discussing concepts, and preparing for subsequent lectures during these transitions. The 'bridge' period in Type 2 timetables facilitated self-directed learning activities. **2. Pedagogic Transitions and Tensions:** The study identified three types of pedagogic interactions: ‘failed’ (students unable to ask questions), ‘hidden’ (whispering or using technology during lectures), and ‘postponed’ (asking questions after the lecture). The formal structure of the lecture theatre often suppressed student interaction, while the breakout space provided a more conducive environment for these interactions, especially for postponed pedagogic engagements. Observations and interviews showed students using the breakout space for collaborative discussion and clarification of misunderstandings. **3. Agentic Transitions and Tensions:** The lecture theatre was perceived as teacher-dominated, while the breakout space was viewed as more student-owned and democratic. Students felt more empowered to ask questions and take risks in the breakout space. The movement between spaces reflected a shift in agency and ownership of the learning process. However, the public nature of the breakout space led to tensions between different user groups (undergraduates, postgraduates) competing for space and influencing their perceived agency. This varied over the academic year, depending on space usage by different student cohorts. Later-year students reported changed use of the space compared to their earlier years, influenced by the location of their timetabled activities and the presence/absence of undergraduate students. Figure 1 illustrates the two types of timetable configurations, while Figure 2 presents a sample occupancy plot showing on-ramp and off-ramp transitions. Figure 3 is a sociogram showing student interaction in the breakout space during an off-ramp transition.

The ecological approach proved crucial in understanding the complex interplay between spatial design, pedagogy, and student agency. The study highlights the importance of considering informal spaces as integral parts of the learning ecology rather than isolated entities. The concept of the 'ecotone' – a transition zone between two ecosystems – is introduced as a valuable framework for understanding the complex interactions and tensions within learning environments. Ecotones, characterized by biodiversity and innovation, offer opportunities for transitions and learning that might not be possible within more strictly defined learning spaces. This framework has implications for timetable and instructional design, encouraging a more fluid and dynamic approach that accommodates diverse learning styles and needs. The research findings emphasize the need to consider not just the physical design of learning spaces but also the pedagogic practices and power dynamics that shape student experiences. Recognizing and managing the tensions between teacher-centered and student-centered approaches are key for facilitating inclusive and productive active learning. The use of the ecotone concept aids in reframing the relationship between formal and informal learning spaces, promoting a more holistic understanding of how these spaces interact and contribute to the overall learning experience.

This study demonstrates the value of an ecological approach in understanding complex learning contexts. The findings highlight the significance of informal spaces in supporting transitions between formal learning and self-directed activities. The ecotone concept offers a useful framework for analyzing the interactions and tensions within learning environments. Future research should explore the application of the ecotone framework in diverse learning settings and investigate further ways to design learning spaces and pedagogies to support successful transitions and enhance student engagement.

The study focused on a specific university setting and may not be generalizable to all contexts. The sample size for interviews, while informative, was relatively small. The study primarily focused on undergraduate students, and findings may not fully capture the experiences of other student populations.