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Enclosed learning spaces, e.g., classrooms, are used in most schools. Open learning spaces, which enable teaching more than one group of students at a time, have become increasingly popular. A recent survey showed that acoustic satisfaction was lower among teachers working in open learning spaces. Our purpose was to compare the acoustic conditions of these learning space types. We investigated the room acoustic quality of 73 learning spaces in 20 schools. Ten schools involved only enclosed and ten both open and enclosed learning spaces. Measurements concerned speech transmission index, STI, background noise level, LAeq, and reverberation time, T. Variation in results in both learning space types was rather large. In enclosed learning spaces, STI varied within 0.64–0.83, LAeq within 25–47 dB, and T within 0.34–0.82 s. The corresponding variations in open learning spaces were 0.47–0.91, 29–44 dB, and 0.44–0.72 s. The differences between enclosed and open learning spaces were surprisingly small. Due to the different intended uses of these space types, Finnish target values are tighter for open than for enclosed learning spaces. These target values were fulfilled in 56% of enclosed and 9% of open learning spaces. The more frequent violation of target values in open learning spaces was due to the STI being too large at longer distances. Our study provides suggestive evidence that the room acoustic conditions are worse in open than enclosed learning spaces. Further research is needed to prove whether room acoustic conditions could explain worse acoustic satisfaction in teachers.