This study examined the learning experiences of 6 young adolescent students in Grades 6 to 8 in India during COVID-19 lockdowns. The lockdowns resulted in teaching through virtual learning instead of the traditional face-to-face learning in a formal classroom during 2020-22. Since students are important stakeholders in their education process, hearing their voices and understanding their perspectives in this learning process was important as they had been directly affected by this sudden change in the teaching-learning medium. To understand the personal and cultural conditions of the young learners the study drew on socio-cultural theory (Rogoff, 2003, Vygotsky,1978) and the dialogical perspective of Bakhtin (1984). In-depth narrative interviews with 6 adolescents were conducted and were analyzed using the framework proposed by Clandinin and Connelly (2000). A narrative interpretation focused on both the individual experiences and the common themes that emerged from six in-depth narratives. The analyses revealed the learners' resilience and their ability to adapt to change by developing constructive coping strategies. They also revealed the learners' recognition of the value of in-person social connection and the role that in-person classes, which foster collaboration, have for meaningful learning to take place. Finally, all the young learners expressed joy in being invited to share their learning experiences.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/43495 |
| Date | 20 April 2022 |
| Creators | Thukral, Vaishali |
| Contributors | Graves, Barbara |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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