Construction of Learning during the Inevitable Distance Learning Period: A Critical Perspective of the Experiences of Young People in Estonia

Abstract

Background: As a result of the global school closures in 2020 due to the COVID-19 pandemic, distance learning, educational technology and learning by oneself has gained the attention of both teachers and parents, as well as schools worldwide. So far, knowledge regarding distance learning has been contradictory and gathered mostly in a quantitative manner. Aim: The aim of the following article is to examine the distance-learning experiences of four youngsters aged 16 from the DigiGen project exploratory pilot study in Estonia—a country known for its digital development. The study focuses on how learning was construed during distance learning in the experiences of young people. Method: These experiences, gathered in four semi-structured in-depth interviews, are placed in the framework of the theory of transactional distance and critical discourse analysis. Results: As the results indicate, the distance-learning experiences are derived from the structure and organisation of the distance learning—the more rigid the structure, the more difficult it was for the students. Five main discourses emerged regarding how youngsters construed learning during distance learning: (1) school building is for learning; (2) teachers teach instead of self-learning; (3) learning as a forced activity; (4) avoiding asking for help; and dominant in all the discourses was (5) avoiding responsibility. Discussion and conclusion: According to the results, distance learning is multifaceted and young people have ambivalent experiences from a distance learning.