Learning in lockdown: The importance of connectivity

Disaffection is a complex phenomenon (Piper and Pier, 2000) and an international concern (Harber, 2008), and for some students, school can be a ‘particularly oppressive institution’ (Duncan, 2013, p. 29) that fosters apathy and disinterest through a growing disconnect between the individual and the environment. In a similar manner, home learning can generate a reconceptualization of learning itself, where learning is perceived either as an enjoyable pursuit, undertaken in the comfort of one’s home, or an impingement on an individual’s leisure. As such, students may struggle to ‘switch off’ and thus suffer the detrimental effects of an increase in stress and anxiety. Alternatively, some students become demotivated and cease engaging altogether. This panel contribution then, explores the process of connectivity and the importance of developing and sustaining a positive conceptualisation of learning, particularly during stressful periods such as the current pandemic where learning is mostly undertaken online and in isolation.