Abstract:
The current thesis explored how students design their learning spaces within the context of the COIVD 19 pandemic and how their learning space designs connect with their online learning activities. This thesis employed sociomaterial perspectives to understand heterogeneous networks implicated in the relationship between learning space and learning. Semi-structured interviews were conducted with eight university students who study in the Netherlands. With collected data, the current thesis performed template analysis to identify and develop themes. The relationships among these themes are illustrated in the conceptual model of the current thesis. The essential findings are that three networks implicated in the relationship between learning space and online learning afford various actors (human and nonhuman things) to actively interact with one another to produce actions such as design and learning activities. That is, students design their learning spaces through minute interactions with their tools, furniture, devices, technologies, and spaces to perform online learning activities within these three networks. The thesis findings contribute to studies on learning space designed for learning by providing profound insights into students learning space designs and their connections with learning activities and experiences.
