The present study (carried out through digital semi-structured interviews in questionnaire form) focuses on the importance of the private room for the digital seminar and the language learning atmosphere. When students participate in digital seminars, they find themselves in several different "rooms"; partly the physical place where they sit (at home, at work or elsewhere) including the geographical location, partly the digital seminar room (zoom and especially breakout rooms). A (triple) spatiality arises where the individual and the collective meet and where the boundary between the private and the formalized environment can affect each other. Two traditionally separate contexts - the private and the study environment - become a "digital third space" (which can be linked to Bhaba's spatial theories). In line with Goffman's “impression management” the students can present themselves/their private learning environment with the help of the room/environment. From a sociological perspective, the digital double "classroom" resembles a theater scene where the different physical private rooms contribute to the students' performative staging of themselves (status and cultural capital) and where different roles are assumed or communicated, but where disturbing moments can also occur. We therefore want to investigate the extent to which students (and later teachers) reflect their own and each other's privacy as part of the learning environment and which room-related factors from the student's perspective benefit or disrupt language learning.
rumslighet, digital lärmiljö, space, educational space
Education and Learning