A reconceptualization of learning space as schools reopen amid and after COVID-19 pandemic

Abstract

As educational systems begin to resume operations amid and after the Coronavirus Disease 2019 (COVID-19) crisis, there is a complicated imagination of how learning will take place in what kind of space. Drawing ideas from the experiences of selected countries as well as relevant theory, this article attempts to reconceptualize learning space as schools reopen in this new age. The discussion shows that physical distancing measures and emergency remote teaching are the two powerful forces that reconceptualize the learning space. The theory of transactional distance, with its three factors of dialogue, structure, and autonomy, further provides a better understanding. This paper recommends that shared efforts among governments, educational systems, and researchers should be placed to fully realize the benefits of education in this new age as far as reconceptualized learning space is concerned.