A case study of student learning spaces during the pandemic

a sociomateriality perspective

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.