Busk, Karoline Amalie

Mogensen, Astrid Kristina Lind-Holm

Pedersen, Laura Berg

In this study, we explore the notion of student well-being and develop an understanding of how online schooling shapes well-being in a second-year Gymnasium class in the context of the Covid-19 pandemic. The research design centralises the student-subjective perspective and is composed as a triangulation of virtual focus group interviews with 26 of the students of the class, classroom observations on the online platform of Microsoft Teams, and a semi-structured interview with one of their teachers. The approach of the study takes on a New Materialist focus on the affordances (Gibson, 1979) of the online classroom, exploring the complexity of processes influential to students’ well-being. In dialogue with pre-existing literature on student well-being and our empirical study, we have developed a relational understanding of the concept that positions the classroom, the social environment, and the current life-situation of the individual student as dimensions central to our methodology. We have found the notions of (de)motivation and (non)participation to be pivotal processes shaping the dynamics in the online classroom. In continuation, central aspects shaping student well-being are identified as a blur of the home and school environments, a disintegration of class community, the necessity of establishing a new schooling norm as well as navigating processes of adjustment and scattered expectations

Well-being during Online Schooling: A Student Perspective

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Roskilde Universitet