Norms, appropriation, and social affordances in studying in emergency remote teaching: a meta-analysis of student experiences
Abstract
In March 2020, all Swedish university education went online practically overnight due to the COVID-19 pandemic. This study focuses on how university students experienced emergency remote education in the fall of 2020. This article is framed by a sociocultural perspective of learning and the tools present in such learning contexts. This article provides a thematic meta-analysis of 53 student group reports based on 247 interviews with third-year university students. The findings suggest three themes of particular interest, regarding what areas the students themselves found important or challenging: awareness of what it means to be a student, technology reframing communication, and need for explicit guidance. The findings are discussed in relation to norms, appropriation, self-regulation and tutoring presence as important factors to consider in emergency remote teaching.
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Nyckelord:
emergency remote teaching (ERT), covid 19, university students, norms, appropriation, social affordancesLicens
Copyright (c) 2022 Patrik Hernwall, Annika Käck, Johan Stymne

Det här verket är licensierat under en Creative Commons Erkännande 4.0 Internationell-licens.