Date of Award
5-2024
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Communications
Committee Chair/Advisor
Dr. James Gilmore
Committee Member
Co-chair: Dr. Elizabeth Gilmore
Committee Member
Dr. Brandon Boatwright
Abstract
The COVID-19 pandemic had unprecedented impacts on Generation Z (Gen Z) in regard to mental wellbeing and learning impacts. While the world shut down in March 2020, the majority of students who have since entered college were forced to attend some portion of high school using remote learning platforms. This transition, while necessary at the time, has had repercussions that are still being felt in higher education. These impacts, combined with the challenges that Gen Z were already experiencing due to the pressures of social media, and the impacts that technology has had on attention spans, have changed their learning styles and needs. While previous research supports the idea that post-pandemic learners want to be seen holistically, seek flexibility and compassion in the classroom, this thesis sought to explore the impacts that the spatial dynamics and accessibility of a classroom have on the student experience. Drawing from the framework of Henri Lefebvre (1991, 2011) and Raka Shome (2003) on the production of space and accessibility, a qualitative analysis was conducted using focus groups to better understand the post-pandemic learning experience. Through the findings three major takeaways were identified, including; the importance of flexibility in the classroom, the expectation of accessibility, and most unexpectedly how the learning habits of the post-pandemic student have changed. The findings of this study can be used by educators and administrators to continue to support and empower post-pandemic learners.
Recommended Citation
Misrahi, Erikka, "The Post Pandemic Learner: How Spatial Dynamics & Accessibility Impact the Learning Experience" (2024). All Theses. 4248.
https://tigerprints.clemson.edu/all_theses/4248