Studying the influence of technology on the social connectedness of students: A hybrid university learning environment (HULE)

Abstract

Abstract Student social connectedness is indicated to be changing as universities are becoming more digitalised. Although social connectedness is shown to have a significant influence on the learning process, little is understood about the relationship between student social connectedness and the hybrid university learning environment (HULE). This empirical study aims to develop understandings by exploring student social connectedness in a hybrid-style class at a Swiss university. The study applies theories of placemaking and socio-materiality to explore students’ self-reported and observed perceptions of individual social connectedness at the start of a university master’s level course. The qualitative study is conducted using questionnaire data and observational data collected over the first month of a new course starting in the Autumn semester. The findings indicate that although students favour flexibility to design their learning space, they require the appropriate tools and guidance in which to make effective decisions for their social connectedness. Understanding the correct implementation of co-design for the HULE is therefore deemed important to facilitate social connectedness, this is particularly necessary for the liminal space. These findings are preliminary as part of a larger research project and offer a basis for further research to be developed. This study offers an innovative perspective of the HULE based on student social connectedness, impacting the existing pedagogical approach for university courses.