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

Abstract

The study focuses on how the notion of learning space is perceived and experienced by learners in the Emergency Remote Learning (ERL) scenario. In doing so, the lived experiences of remote learners who were abruptly shifted to a completely online learning space due to the pandemic COVID-19 in the Indian higher education system are documented. Online interviews were conducted with eight undergraduate and four postgraduate students of English and Cultural Studies, enrolled at a Southern Indian university, and their responses were explicated using the Interpretive Phenomenological Analysis (IPA) approach. The interviews revealed that the phenomenon of ERL is shaped by dissonance informed by the absence of a familiar learning space. Often the patterns of this dissonance were marked by (1) the perception of learning and learning space, (2) the lack of intimacy in learning and learning space, (3) the negotiations made for learning and the space of learning in ERL, and (4) the challenges to cope with the responsibilities of the ERL scenario. Further, the script approach was applied to analyse the data and the analysis revealed an expansion of the existing internal scripts that were based on previous learning experiences of the learners. The study thus establishes the centrality of space in the process of learning and points out how the lack of a familiar learning space is linked to the absence of internal scripts that considerably impact learning. The study concludes by discussing the possibilities of application of script approach to effectively incorporate the aspect of learning space in new pedagogies and learning models as Blended Learning (BL) and Online Learning (OL) become the new normal worldwide.