case study of student learning spaces during the pandemic

Abstract

Against the backdrop of a dynamic Higher Education (‘HE’) environment and challenges compounded by the Covid-19 pandemic, this ‘on the horizon’ paper will outline initial findings from a study which seeks to explore students' perceptions of their transitions to a blended learning environment. Subsequently, this paper examines two research questions. First, what can be learned from initial findings about students’ perceptions regarding the approaches taken by the Higher Education Institution (‘HEI’) to support the imposed changes to their learning? Second, with a particular focus on spaces, how do students perceive their early experiences of the changes to teaching and assessment necessitated by the pandemic? To achieve the richness of data required, the research adopts a case study approach in focusing on a post 1992 HEI in the North of England. Drawing on the theoretical framework provided by sociomateriality, the paper will offer a reflective voice on the interaction, adjustment, opportunities, and conflicts arising from adapting residential dwellings into learning spaces. The variation in student living situations will be considered in the context of access to HE and student experience. The study draws on creative, photovoice methods to facilitate participant-led discussions in both focus groups and interviews. Illustrative images produced by participants will be included in this paper to add context to the initial analysis. Finally, future directions for the study will be outlined and considered in the context of the ongoing changes in the HE sector.

ale undergraduate students’ perceptions of male student mental health

“…But sometimes obviously, it's more difficult to right myself, and on other days it really gets to me and it's like, 'Oh, God, I'm a hermit, I deserve this social isolation' kind of thing. (Lewis) Findings here also align with recent qualitative research conducted with students during the period of Covid 19 lockdown about their learning spaces, which uncovered feelings of disconnectedness and loneliness in participants (Griffiths, Dickinson, and Fletcher, 2021). Although the circumstances leading to the feelings described above were extraordinary (i.e., the pandemic), the link demonstrated between high levels of isolation and loneliness and the potential resulting mental illhealth, is important to keep in mind for students as a population, since literature suggests that students are a group susceptible to loneliness even in 'ordinary' times (McIntyre, 2018;Wonkhe, 2019).…”

“…A large factor in feelings of reduced wellbeing and mental ill-health for male participants was feelings of loneliness and separation from family. This became further pronounced for some when the national lockdown took effect, backing up the work of Griffiths, Dickinson, and Fletcher (2021).…”

Ideas for Active Learning

“…However, real challenges exist; for example, Duranton and Mason (2012) discussed the 'loneliness of the long distance learner' , and this sense of isolation has been identified in more recent studies in the context of remote learning during the Covid-19 pandemic (e.g. Griffiths et al, 2021). Key to countering this issue and lack of 'teacher presence' Quizzes and polling define active learning as involving students in doing things and thinking about things they are doing.…”

role of virtual placements in promoting self-regulated learning

“…Students expressed a sense of isolation, in terms of working and living at home, sometimes in a single space such as a small kitchen. The issue of student isolation during the pandemic has been identified (Knight, Carlisle, O'Connor, Briggs, Fothergill, Al-Oraibi, Yildirim, Morling, Corner, & Ball, 2021), with a recognition that students' homes are not ideal learning spaces (Griffiths, Dickinson, & Fletcher, 2021).…”