A reconceptualization of learning space as schools reopen amid and after COVID-19 pandemic - read online free

Oct 15, 2026

Uploaded by Marglet

A reconceptualization of learning space guides how schools resume amid and after the COVID-19 crisis. The article examines complicated imagination of learning spaces by drawing on experiences from selected countries and relevant theory, emphasizing how physical distancing measures and emergency remote teaching reshape where and how learning occurs. Using transactional distance—dialogue, structure, and autonomy—the discussion explains the mechanism behind this redesign, and calls for coordinated government, education, and research efforts to realize education’s benefits in this new age.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

A reconceptualization of learning space amid and after COVID-19 Pandemic

Minding the physical distancing measures

A reconceptualization of learning space as schools reopen amid and after COVID-19 pandemic Michael B. Cahapay Abstract: As educational systems begin to resume operations amid and after the Coronavirus Disease 2019 (COVID-19) crisis, there is a complicated imagination of how learning will take place in what kind of space. Drawing ideas from the experiences of selected countries as well as relevant theory , this article attempts to reconceptualize learning space as schools reopen in this new age. The discussion shows that physical distancing measures and emergency remote teaching are the two powerful forces that reconceptualize the learning space. The theory of transactional distance, with its three factors of dialogue, structure, and autonomy, further provides a better understanding. This paper recommends that shared efforts among governments, educational systems, and researchers should be placed to fully realize the benefits of education in this new age as far as reconceptualized learning space is concerned. Keywords: learning space, physical distancing measures, emergency remote teaching, COVID-19 Introduction On May 11, 2020, after over two months of lockdowns in the attempt to contain the spread of COVID- 19 infection, several countries were observed to have begun easing their restriction measures (Seconet al. , 2020) . This stage was followed by the expression of different governments around the world toreopen schools after months of enforced closures. However, such a move comes with careful placement of various measures to keep the learners safe amid the uncertainties about the end of the COVID-19 crisis (World Economic Forum, 2020) . As a response to the apprehensions to reopen schools, the UNESCO (2020a) posed three urgent questions relating to time, condition, and process to guide educational systems in their attempts toreopen schools. As each country differ in their situations, it urged educational systems to ponder on the following questions: When can schools reopen? What conditions should be addressed? How can states organize schools on a practical level? Contemplating on these questions, a concern that worries educators is how learning will take place in what kind of space. This concern poses to reconceptualize the notions of a learning space. Space, in the context of learning and education, is a broad concept. It is traditionally referred to as the physical spaces to which learning takes place (Cook, 2010) . Within this definition, learning space includes formal such as classrooms and laboratories to informal spaces such as libraries and the campus as a whole (Painter et al. , 2013) . With the rapid technological development, learning space has been further defined as virtual spaces from which learning occurs (Wu, 2018) . Within this reconsideration, learning space radically covers from fonts on the screen that resemble the printed volumes of learning materials to models of online classrooms (Warger et al. , 2009) . An emerging body of studies has been conducted to explore different learning spaces (Brand & Kinash, 2010; Ellis & Goodyear, 2016; Greenhow & Belbas, 2007; Lee, 2017; Lievonen & Kinnunen, 2014; Kumar & Bhatt, 2014; McNeil & Borg, 2018; Petersen & Gorman, 2014; Talbert & Mor-Avi, 2019; Warshauer & Matuchniak, 2010; Wilson & Randall, 2012; Zeivots & Schucks, 2018) mostly from the point of view before the COVID-19 global outbreak. However, with the new age amid and after the COVID-19 pandemic, learning space becomes a more complex idea. As several countries reopened schools, education scholars saw how physical distancing practices are inevitably redesigning physical learning spaces (Melnick, et al. , 2020) . Furthermore, there are current global discussions on a range of remote practices collectively termed as emergency remote education, suggesting the emergence of remote learning spaces (Bozkurt et al. , 2020) . These changes motivate the reconsideration of how learning will take pl

FAQs

What problem does the article address about school reopening?

It addresses how learning will take place in what kind of space as educational systems resume operations amid and after the COVID-19 crisis.

Which two forces are described as reconceptualizing learning space?

Physical distancing measures and emergency remote teaching are presented as two powerful forces that reconceptualize learning space.

How does transactional distance help explain the changes in learning space?

The theory of transactional distance, through dialogue, structure, and autonomy, provides a framework for understanding how the reconceptualized learning spaces function.

Oct 15, 2026

Uploaded by Marglet