How does learning space shape students’ experience of a bespoke Higher Education bridging module for those affected by homelessness?

Lyndon, S. and Edwards, B. (2023) How does learning space shape students’ experience of a bespoke Higher Education bridging module for those affected by homelessness? Journal of Further and Higher Education. pp. 1-13. ISSN 1469-9486

[thumbnail of This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 29 September 2023 available online:  https://doi.org/10.1080/0309877X.2023.2267465] Text (This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 29 September 2023 available online: https://doi.org/10.1080/0309877X.2023.2267465)
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Abstract

This paper draws on findings from the From Adversity to University project, a unique widening participation initiative developed by one university to support a diverse range of people into Higher Education through engagement with a 12-week bridging module. This small-scale case study presents an in-depth exploration of how learning space shaped students’ experience of a bridging module during the COVID-19 pandemic. Space is conceptualised through a theory of embodied cognition which recognises the complexity of social, cultural, and cognitive inter-relations between space and students’ learning experience. An interpretative narrative methodological approach was taken, drawing on the Listening Guide [LG]. Semi-structured interviews were carried out with five students who completed the bridging module during the start of the COVID-19 pandemic. All had been affected by homelessness and most were in recovery from alcohol and/or drug addiction. For all participants, there was a complex and dynamic interconnectivity between learning spaces and their experience of the bridging module. The findings demonstrate for the five students how learning spaces (including the flexibility of the space) contributed to participants’ sense of belonging, recovery from drugs and alcohol addiction, mental health and well-being. Implications of the study point towards the need for further research into the connection between learning space and the creation of a sense of belonging particularly for students from marginalised groups

Publication Type: Articles
Uncontrolled Keywords: learning space, higher education, homelessness, belonging, COVID-19, widening participation
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Academic Areas > Institute of Education, Social and Life Sciences
Related URLs:
SWORD Depositor: Publications Router Jisc
Depositing User: Publications Router Jisc
Date Deposited: 13 Nov 2023 09:56
Last Modified: 13 Nov 2023 09:56
URI: https://eprints.chi.ac.uk/id/eprint/7215

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