Interactions in Higher Education Contexts of Before and During the COVID-19 Pandemic

: A Case Study

Abstract

When COVID-19 was declared a global pandemic, countries and universities went into a lockdown where people were not allowed to meet face-to-face to prevent transmission of the virus. This study captured and analysed certain timeframes and moments of interactions to understand participants’ mediated interactions with people and artefacts for learning activities situated in the face-to-face and fully online contextual settings, within the before and during the COVID-19 lockdown contexts. At the time of this research, no similar study has been identified in the existing literature.

The literature review brings together a sociocultural perspective with concepts of mediation, agents-acting-with-mediational means, and appropriation of tools affordances. These concepts are employed to offer explanations on teacher-students, students-students, and students-tools interactions used to fulfill university tasks.

Instructors and third-year undergraduates in a pre-requisite English language course were the focus of the empirical setting. A two-phase qualitative case study design with interviews and observation methods allowed for the collection of data and accounts of these interaction experiences.

The key contribution of the research lies in the recognition of the profound significance of direct interactions, to foster a sense of togetherness and presence, particularly in face-to-face contexts. Face-to-face interactions are fundamental for learning activities as processes are fluid, engaging and are embedded within a complex interplay of language, nuanced meanings, cultural and historical background, and appropriation of tools to assist learning, all of which coincide naturally in a shared physical space. Online learning was useful in assisting the execution and the completion of tasks in some instances, but a lack of spontaneous interactions including replies, body cues, and emotional support was evident. Subsequently, recommendations emphasising integrating face-to-face and online learning to encourage interactions based on the advantages and constraints found in the two different modalities are provided to students, instructors, and higher education institutions.

This research moves the field forward by enriching the growing body of literature in understanding interactions in the distinct learning contexts of face-to-face and fully online. The study is novel through its rich and in-depth findings, effective and meaningful application of sociocultural theory, and the adaptability of its research design amidst the challenges presented by the COVID-19 pandemic.

Date of Award	3 Oct 2023
Original language	English
Awarding Institution	University of Bristol
Supervisor	Sally B Barnes (Supervisor) & Sarah M Eagle (Supervisor)