Unges oplevelser af sociale fællesskaber og læring under coronapandemien

Young people's experiences regarding social communities and learning during the Covid-19 pandemic

Jensen, Sidsel Kidmose ; Irmschler, Nicoline Bach

4. semester

Psykologi, Kandidat

2025

2025-05-29

108

Specialet undersøger, hvordan unge, der gik i 7.-9. klasse under COVID-19 og i dag går i 3.g, oplevede forsamlingsforbud og onlineundervisning i relation til sociale fællesskaber og læring, samt om de oplever en fortsat betydning i dag. Med udgangspunkt i en gennemgang af eksisterende forskning blev der gennemført fire semistrukturerede interviews, som blev transskriberet og analyseret ved hjælp af Interpretative Phenomenological Analysis (IPA). Analysen blev informeret af teorier om læring, udvikling og sociale fællesskaber samt adolescence, hukommelse og motivation. Deltagerne beskrev både fælles og forskellige erfaringer: Alle havde tætte relationer til familien, og forsamlingsforbuddene begrænsede ikke nødvendigvis omgang med venner, fordi vennekredsen blev mindre eller erstattet af nye online måder at være sammen på. Over tid var det dog udfordrende kun at holde kontakt digitalt, og der var forskellige grunde til at holde eller ikke holde kontakt med klassekammerater ud over selve fjernundervisningen. Lærerens tilstedeværelse online fremstod central: Nogle oplevede god adgang til læreren via flere kanaler, mens andre savnede kommunikation. Mange følte, at de præsterede fagligt, men manglede motivation, og online gruppearbejde blev ofte oplevet som vanskeligt. Fundene peger på behov for at styrke læreres online tilstedeværelse og arbejde målrettet med elevers motivation, samt at understøtte unges relationer til familie og muligheder for at holde kontakt med venner, både fysisk og digitalt. Der peges desuden på et behov for mere forskning i unges erfaringer og i online kommunikationens betydning for læring og sociale relationer under en pandemi.

This thesis examines how young people who were in grades 7–9 during the COVID-19 pandemic and are now in their third year of upper secondary school experienced assembly bans and online learning in relation to social communities and learning, and whether they perceive continuing effects today. Building on a review of existing research, the study conducted four semi-structured interviews, which were transcribed and analyzed using Interpretative Phenomenological Analysis (IPA). The analysis was informed by theories of learning, development and social relations, as well as adolescence, memory and motivation. Participants reported both shared and differing experiences: All had close family ties, and assembly bans did not necessarily limit time with friends because social circles became smaller or were replaced by new online ways of being together. Over time, however, maintaining contact solely online was challenging, and reasons for keeping or not keeping in touch with classmates beyond remote classes varied. Teacher presence in online settings emerged as important: Some valued multiple channels for contacting teachers, while others experienced a lack of communication. Many felt they performed academically but struggled with motivation, and online group work was often difficult. The findings suggest strengthening teachers’ online presence and targeted efforts to support student motivation, as well as supporting young people’s family relationships and opportunities to maintain friendships both in person and online. The thesis also highlights the need for further research on young people’s experiences and on the educational and social roles of online communication during a pandemic.

[Dette resumé er genereret ved hjælp af AI]

COVID-19 ; experiences ; learning ; social communities

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