Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Chattaraj, Dishari; Vijayaraghavan, Arya Parakkate

doi:10.1007/s40692-021-00182-z

Cited by 23 publications

(22 citation statements)

References 53 publications

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“…The decrease in sincerity in relations with the lecturers and problems in feedback are other difficulties. These results are parallels to the results of anxiety about appearening foolish online, refraining from making presentations or expressing opinions (Coman et al, 2020), refraining from asking questions and explaining (Saleh et al, 2021), lack of sincerity (Chattaraj & Vijayaraghavan, 2021), and missing feedback (Irembere & Lubani, 2020).…”

Section: Discussionsupporting

confidence: 54%

Attitudes and interaction practices towards distance education during the pandemic

Yazgan

2022

Educ Inf Technol

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The COVID-19 pandemic has affected educational institutions deeply and globally. In the course of the pandemic, countries around the world have tried to fill the gap that has arisen in traditional face-to-face education with emergency web-based distance education systems. This study aims to evaluate the possibilities and limitations of emergency distance education conducted during the pandemic period, based on university students' approach-avoidance attitudes towards distance education and their distance education experiences. This study, using a mixed method, was designed with explanatory sequential design. The research was conducted at a state university in Turkey. Quantitative data were collected through an online questionnaire (n = 684), and qualitative data were collected from 14 student participants through semi-structured online interviews. In the quantitative dimension, it was determined that students' avoidance attitudes towards distance education were stronger than their approach attitudes, and there were significant differences between student attitudes and various variables. In the qualitative dimension, it has been revealed that the interactions between both student-student and student-lecturer weakened with distance education during the pandemic period, but these interactions gained some new qualities. It was concluded that the interest towards the lessons conducted only through lecture notes weakened, the contents became functional at the point of clarifying the boundaries of the lessons, and increased the education load at the point of concentration. It was revealed that distance education in home conditions includes both opportunities and limitations in terms of interactions.

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Section: Discussionsupporting

confidence: 54%

Attitudes and interaction practices towards distance education during the pandemic

Yazgan

2022

Educ Inf Technol

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“…The study was conducted in a Southern Indian University that has campuses across India and caters to the higher educational requirements of more than 27,000 students every academic year. As a response measure to the challenges posed by the pandemic COVID-19, the university shifted to Emergency Remote Learning (ERL) (Chattaraj & Vijayaraghavan, 2021 ; Hodges et al, 2020 ; Schultz & DeMers, 2020 ) by adopting a complete-online mode of instruction in the fall semester of 2020. The complete-online classes involved both synchronous and asynchronous modes whereby the learners were expected to join in real-time for contact classes in the synchronous class hours allocated on their timetable and had to engage in individual/peer-group activities assigned by their instructors for their asynchronous learning requirements.…”

Section: Methodsmentioning

confidence: 99%

“…Learning spaces, as pointed out before, have been a neglected point of inquiry in the existing pedagogical practices and structures (Chattaraj & Vijayaraghavan, 2021 ; Ellis & Goodyear, 2016 ). This trend can be traced back to the dominance of the rationalist approach to education that has conventionally separated cognitive knowledge from embodied knowledge (Kerka, 2002 ).…”

Section: Research Questionsmentioning

confidence: 99%

The mobility paradigm in higher education: a phenomenological study on the shift in learning space

Chattaraj

Vijayaraghavan

2021

Smart Learn. Environ.

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The study, through the framework of mobility and space, explores the phenomenon of multiple shifts in learning spaces induced by COVID-19. The Interpretative Phenomenological Approach (IPA) is adopted to document the experiences and perceptions of learners caught within these spatial shifts—physical, online, and hybrid. Online interviews were conducted with six first-year undergraduate and three first-year postgraduate students enrolled at the department of English and Cultural Studies in a Southern Indian University. Some of the dominant patterns emerging from the accounts of the participants are (1) the changing perception of conducive learning space, (2) the changing perceptions and roles of various classroom actors, and (3) the evolving nature of the learners and the learning process. The study utilizes the framework of mobility to locate the stage of embodied skill acquisition of the participants within the online learning space and illuminates the possibilities offered by this paradigm within the context of higher education. Some of the insights gained through the study include a changing perception of the conventional built classroom space, a notable preference towards a complete online or offline mode as opposed to the hybrid mode, and a transition towards self-directed learning. The study argues that these implications are highly pertinent and can significantly shape the way pedagogues and researchers engage with the various modes of learning—physical, online, and hybrid—and the future of higher education that is shaped by technology-enabled learning.

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“…According to the first view, it is 'space that can be managed at a high level, using financial and other quantitative measures, and using categories that necessarily strip away many of the detailed features of individual places'. Therefore, the required research in this case would quantitatively count 'observable behaviours and [calculate] variations in space usage' (see also Chattaraj & Vijayaraghavan 2021). In the second view, researchers identify qualities of learning spaces according to how they produce success, fulfilment and relevance in terms of outcomes.…”

Section: Conceptualising Spacementioning

confidence: 99%

The question of access and spatial justice in universities in sub-Saharan Africa: A capabilities approach

Madikizela-Madiya

2021

Transformation in Higher Education

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Background: The discussions related to access in higher education collate enrolment with the provision of education. Yet, when considering what the university education should provide, some enrolments still restrict capabilities, freedom and rights to quality education. The article argues that the debates regarding access to higher education are incomplete without addressing this divide.Aim: The article aims to expose the injustices that exist in some university spaces in sub-Saharan Africa. Space is politically and ideologically produced, a situation that legitimises a need for the exposure of injustices in terms of access to quality and dignified physical and technological resources for education. The article posits that if the spatial injustices that are embedded in the universities are not exposed, the universities will fight endless battles towards providing adequate access for students and academics.Setting: The article reports on research conducted in three of the seven universities in sub-Saharan Africa that participated in a research project.Method: A multiple qualitative case study design was followed. Data were generated through semi-structured interviews with academics and focus group interviews with students in the universities.Results: Quantity and quality of the physical and technological structures in these universities are dehumanising, unjust and unfair to students and staff who must compete economically with their counterparts in other spheres of society.Conclusion: The physical and technological structures in the universities demand a reconceptualisation of access. Presently, transformation, as it pertains to access and spatial justice, is minimal. A focussed developmental strategy is proposed for the universities in order to improve and provide relevant access to knowledge and skills for relevance and quality.

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Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario

Cited by 23 publications

References 53 publications

Attitudes and interaction practices towards distance education during the pandemic

Attitudes and interaction practices towards distance education during the pandemic

The mobility paradigm in higher education: a phenomenological study on the shift in learning space

The question of access and spatial justice in universities in sub-Saharan Africa: A capabilities approach

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