This study aims to contribute to the study field about social interactions and remote studying by researching how professors and students at Uppsala University have experienced remote studying during the Covid-19 pandemic. Using a conventional content analysis the authors tried to answer how teachers and students at Uppsala University experienced the transition to remote studying, which social roles and norms that exist in the university context and how the social roles and norms have been affected by the transition to digital interaction. Interviews with students and teachers at different faculties were conducted and analyzed. The results were that different social roles and norms do exist, for example the active and the more passive student and the entertaining teacher. The identified norms were the effectiveness norm, the appearance norm and the intelligence norm. Both the social roles and the norms were still noticeable during remote studies but the different social setting strengthened the effectiveness and intelligence norm, and weakened the conformity for the appearance norm. The social roles were affected in different ways, but mainly in reducing the social part of the student role, and the teacher role was affected mainly by having them change their way of teaching. The interviewed students and teachers showed different opinions about remote studying, some were more positive due to the increased work effectiveness and some were more negative due to the lack of social life.

As the COVID-19 pandemic began in 2019 many businesses and institutions had to start pivoting to remote work and remote studying. Remote work and studying has the ability to significantly alter the way that people are used to carry out their work or studies and, in many cases, have done exactly that. Although the area of remote work and remote studying have been explored and researched on prior to this, the scale at which these changes have taken place and the number of people that are affected is unprecedented. This study aims to identify and understand the technological challenges that university students within computer science experience after having gone through this change of environment. This study also aims to understand and identify what the consequences of these challenges are and how they could be solved or mitigated. To find out what these challenges and their consequences are, this study uses a series of semi-structured interviews with students. Through this series of interviews this paper identifies a range of different challenges belonging to previously identified areas of technological challenges such as internet connectivity, communication software, VPN software, and hardware limitations. The interviews also brought forward technological challenges outside of these areas and allowed the participants to explain in detail what consequences these challenges have had on their remote education and to offer their personal opinions on how these challenges and consequences can be solved. A questionnaire was also sent out to students at Malmö University in order to gain further information regarding both social and technological challenges. The interviews and questionnaire carried out in this study and their results can serve as a foundation for further research and to be of help for individuals, institutions or businesses who are interested in the topic of remote education concerning computer science. Through the questionnaire and interviews carried out in this study it is clear that the majority of challenges that computer science students face are social in nature, although technological challenges still exist. The results of the questionnaire in particular also led to the troubling finding that a majority of students believe that the quality of their education has worsened as a result of remote education. The study also provides a number of recommendations and possible solutions to these challenges

This is a bachelor thesis in information design, focusing on spatial design. This study examens the situation of remote study from home during the covid-19-pandamic. With a spatial perspective regarding new routines, and with a focus on zones, boundaries and transitions between studies and free time. How does the transition from having lessons on campus to only having lessons digitally from home effect the user? What approaches are there to use to ease the situation. How can the differences between free time and studies be communicated in a clearly and informative way? The study addresses contemporary and past research as well as theories, regarding activity- based offices, boundaries, transitions and notations. The study addresses also the execution and results of methods, including a questionnaire, user test and interview, and the AEIOU- method. The projects design process with its different phases is also addressed, where the structure of the project model and the design process were an important and interesting component that contributed to the continued work on the project. Based on all this a design proposal is produced in form of a concept, with the purpose of being a support for student and facilitate the situation when it comes to remote study from home. / Detta är ett examensarbete inom informationsdesign, med inriktning rumslig gestaltning. Projektet undersöker situationen av att studera digitalt hemifrån under Covid-19-pandemin. Med ett rumsligt perspektiv gällande nya rutiner, och med fokus på zoner, gränser och övergångar mellan studier och fritid. Hur påverkas användaren av omställningen av att ha övergått till att genomföra studierna digitalt hemifrån, från att tidigare varit på plats på campus för att ha lektioner? Vilka tillvägagångsätt finns det att använda för att underlätta situationen. Hur kan skillnaden mellan fritid och studier kommuniceras på ett tydligt och informativt sätt? Rapporten tar upp samtida och tidigare forskning samt teorier, gällande bland annat aktivitetsbaserade kontor, gränser, övergångar och notationer. Rapporten tar även upp genomförande och resultat av metoder, vilket inkluderar frågeformulär, användartest och intervju, samt AEIOU-metoden. Även projektets designprocess med olika faser och moment lyfts i rapporten, där uppbyggnaden av projektmodeller och designprocessen var en viktig och intressant komponent som även de bidrog till det fortsatta arbetet med projektet. Och utifrån allt detta tas slutligen ett gestaltningsförslag fram som ska understödja studenter och underlätta situationen av att studera digitalt hemifrån, i form av ett koncept.