Lee Ahram, Lee Jee Young, Jung Eunju
Deparment of Education, Sejong University, Seoul, Republic of Korea.
Department of English Language and Literature, Korea University, Seoul, Republic of Korea.
Front Psychol. 2023 Jan 30;14:1083754. doi: 10.3389/fpsyg.2023.1083754. eCollection 2023.
The high infectivity and fatality of COVID-19 has changed the mode of higher education from onsite to online. Although many studies investigated the effectiveness and satisfaction of online education, little is known regarding university students' lived experience of online space during synchronous learning videoconferencing.
The present study explored how university students experienced online space when engaging in synchronous learning videoconferencing platforms during the outbreak of the pandemic.
The phenomenological approach was chosen to primarily explore students' experience of online space as well as their experience of embodiment and relations to self and others. Interviews were conducted with nine university students who voluntarily participated to share their experience of online space.
Three core themes were generated from the descriptions of experiences provided by the participants. For each core theme, two sub-themes were emerged and described. The analysis of the themes demonstrated that online space was experienced as being separate from home but also inseparable because it was an extension of the comforts of home. This inseparableness is also reflected in the virtual classroom where the rectangular screen presented on the monitor is always shared with everyone in the class. Moreover, online space was perceived as having no transitional space in which spontaneity and new encounters occur. Finally, the presence of self and others was experienced differently in online space due to the participants' choices of being seen or heard using their microphones and cameras. This led to a different sense of togetherness in online space. The insights gained from the study were discussed in relation to considerations for online learning in the post-pandemic era.
Based on the emerged themes from the results, the current study concluded that the online space created by technologies cannot be a complete substitute for traditional face-to-face classrooms and suggested possible implications for designing and using online space in university education.
新冠疫情的高传染性和高致死率改变了高等教育的模式，使其从线下转变为线上。尽管许多研究调查了在线教育的有效性和满意度，但对于大学生在同步学习（视频会议）期间在线空间的生活体验却知之甚少。
本研究探讨了在疫情爆发期间，大学生在使用同步学习（视频会议）平台时如何体验在线空间。
选择现象学方法主要探索学生对在线空间的体验，以及他们的身体体验、与自我和他人的关系。对九名自愿参与的大学生进行了访谈，以分享他们对在线空间的体验。
从参与者提供的体验描述中产生了三个核心主题。对于每个核心主题，又出现并描述了两个子主题。对这些主题的分析表明，在线空间被体验为与家分离但又不可分割，因为它是家的舒适延伸。这种不可分割性也体现在虚拟课堂中，显示器上呈现的矩形屏幕总是与班上的每个人共享。此外，在线空间被认为没有发生自发性和新接触的过渡空间。最后，由于参与者选择使用麦克风和摄像头被看到或听到，自我和他人在在线空间中的呈现方式有所不同。这导致了在线空间中不同的团聚感。本研究获得的见解结合了对疫情后时代在线学习的考虑进行了讨论。
基于研究结果中出现的主题，本研究得出结论，技术创造的在线空间不能完全替代传统的面对面课堂，并提出了在大学教育中设计和使用在线空间的可能影响。
