Abstract
The COVID-19 pandemic has drastically changed the lives of people all over the world. In particular, an unprecedented educational crisis has occurred due to the circumstances of physical distancing and remote learning. This article focuses specifically on the meaningful learning experiences in the everyday lives of adolescents during the pandemic. 72 meaningful learning experiences were identified from 11 participants who recorded their specific learning experiences for a week by a means of a journal recorded by themselves. A content analysis was undertaken in order to identify the ecology (what, how, where, and who with) of the different learning experiences. The results show a prevalence of personal and conceptual learning, a presence of both formal and specifically informal, everyday activities among the meaningful learning experiences detected, the importance of peers, teacher and “learning experiences while alone,” and the use of digital technologies as learning resources; they also reveal the assistance of others in the learning process. The main contribution of this study illustrates how students in everyday life during pandemics are involved in a whole range of different activities both at school and at home.
Highlights
In recent decades, the impact information and communication technologies have on the transformation of both learning processes and educational practices has been documented (Jenkins, 2009; Coll, 2013; González-Patiño and Esteban-Guitart, 2014; Bender and Peppler, 2019; Gee and Esteban-Guitart, 2019)
This article aims to contribute to the existing literature by considering the impact that the COVID-19 pandemic has on the meaningful learning experiences of young people from different socioeconomic and sociocultural conditions
A total of 72 meaningful learning experiences were identified as a result of the seven experiences that each participant has selected on each of the 7 days of the week; With the exception of BCT007
Summary
The impact information and communication technologies have on the transformation of both learning processes and educational practices has been documented (Jenkins, 2009; Coll, 2013; González-Patiño and Esteban-Guitart, 2014; Bender and Peppler, 2019; Gee and Esteban-Guitart, 2019). Different studies have documented the impact of remote education, as well as the emergence of hybrid models (online-offline), on educational inequalities, as well as teaching and learning processes (Arora and Srinivasan, 2020; Iglesias et al, 2020; Jena, 2020; Paudel, 2021). This literature did not address the impact of pandemics on learning experiences of the young. The learner grants a particular meaning to the set of recognized learning experiences achieved throughout the day, beyond the bounds of context and place where the learning experiences
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