Next week our essay around Hybrid learning and it’s impact during the Covid-19 pandemic is due. I have been working on it everyday since our pre-production planning document, as I wanted to get that out of the way first, then have the week to really focus in on analysing the article.
The article we had to analyse – Covid-19 Lock-down: Hybrid learning cases using the lens of the Zone of Possibility (Cook and Holley, 2020) – involved three case studies and how they adapted to life during the pandemic, and if they were successful at providing learning in the environment. The first case study involved Bristol Jazz workshops, the second, undergraduate education science students at a university in Frankfurt, Germany, and the third, involving student nurses at Bournemouth university. The research question these case studies were trying to prove was: In the context of hybrid learning spaces, how can the design process and design thinking advance or bridge ‘successful communication’ and an understanding of social context in a ZOP?
From the advice received from various powerpoint slides about the essay, I decided upon a structure that I thought would be most useful:
- Introduction – where I briefly explain the meaning of hybrid learning, and a ZOP, and decide which case study to focus on (as the word count didn’t allow for multiple), and introduce the research question
- Analyse major points made in the case study – Scores from their questionnaire and possible reasons why
- Relate it to other readings and theories
- Find evidence for and against the arguments made in the case study
I decided to focus on case study 2, as I thought it was really similar to the situation we found ourselves in having completed some of the course in person, then having to adapt and be online. I noticed that the ZOP (Zone of Possibility) was really similar to Vygotsky’s Zone of Proximal Development, so I used that as a jumping off point to begin the essay, and relate it to social constructivist learning theory. I then went on to analyse some of the scores from the questionnaire that was completed and found potential reasons for the differences in scores between the questionnaire completed in 2019 and the one completed in 2020. Technical difficulties was named as a challenge to online learning in the article, so I then looked for reasons as to why this could be, and found a survey of 27,000 students (Jisc, 2020) completed by Jisc – link here – which also claimed that this was a difficulty to learning online. This immediately made me think of the ‘digital divide‘. Known as the gap between people who have full access to technologies, and those who do not (UK Parliament, 2020) – and how that effects different groups within society, so I felt it was really important to bring this idea into the essay.
Carrying out the work for the pre-production planning document and completing this essay within a really short space of time has taken a lot of effort and energy out of me, and I feel absolutely exhausted. I hope we get good feedback and grades for both. I found the word count (maximum of 750 words) really difficult to manage, as in previous essays we have had 1500 words, apart from writing reflective accounts. This is why I chose to stick to analysing one case study instead of multiple.
Cook, J. and Holley, D. (2020) Covid-19 Lock-down: Hybrid learning cases using the lens of the Zone of Possibility.
Jisc. (2021) Over 27,000 students share how colleges and universities could improve digital learning. Available from: https://www.jisc.ac.uk/news/over-27000-students-share-how-colleges-and-universities-could-improve-digital-learning-08-mar-2021 [Accessed 23 November 2021].
UK Parliament. (2020) COVID-19 and the digital divide. Available from: https://post.parliament.uk/covid-19-and-the-digital-divide/ [Accessed 23 November 2021].