Adult online learners and their learning spaces: a phenomenological inquiry

Abstract

The purpose of this phenomenological study was to examine how adult online learners experience learning spaces. The research was rooted in the body of interdisciplinary research focused on learning spaces and borrowed concepts and language from the field of geography to describe interactions between individuals and physical environments. Research on learning spaces has traditionally focused on campus or virtual spaces and little attention has been given to the physical spaces used by online learners. Individuals enrolled in online programs typically do not access the campuses where they are enrolled and as a result, must select and develop their own spaces for academic activities. The researcher used interviews and photo-elicitation methods to examine the experiences of eight individuals enrolled in fully online programs at University of Wisconsin System institutions. Findings of the research indicate that these eight individuals each developed an in-home primary learning space where most of their schoolwork was completed. Participants also regularly accessed a small number of secondary spaces where they would work if their primary space was unavailable or unsuitable for a particular task. Spaces were considered suitable if they were comfortable, contained all the necessary technology and learning materials, and permitted the user of the space to distance themselves from other people or distractions. Additionally, participants' non-student identities (e.g., family and professional roles) influenced how, where, and when they could study. Hopefully, through the findings of this research institutions can better understand their online populations and determine how to support their online learners.