Social Distancing Impacts Learning

Distributed cognition is a learning theory that explains how knowledge and cognition is not a singular enterprise in one mind (Hutchins 1995). In addition, there is a notion that learning is complex and situated in the context and culture of the individual's experiences. Our current COVID - 19 learning experiences highlight both distributed cognition and situated learning. Current COVID-19 student learning environments capitalize on time and space, allowing cognition to be tethered to multiple frameworks. For example, teacher-students are distributed across local communities, and they (both teacher and student) have to explore their understanding of new concepts by sharing and building their knowledge resources with each other. Learning in the time of COVID - 19 illustrates distributed cognition because knowledge acquisition occurs across social and physical environments (Liu & Feng, 2009; Hutchins, 1990. 

COVID-19 learning has focused on learningg through distance or online learning. Teachers of distance or online learning need to understand distributed cognition and be innovative in their approaches within this distance learning environment. So the question is: How to create distance or online learning experiences for secondary students? Distributed cognition theory is a good framework to consider when creating online experiences and learning environments. 

Online learning should be situated in a context that is appropriate for all students.  However, the context for teacher learning may be very different from their students. Simple questions that teachers need to ask distance or online learners are: What is your home study area like? and What time of day do you like to study? Teachers need to help students create a small space that is their 'own desk' for learning. Understanding a student's learning space, helps the teacher facilitate better learning opportunities for the student. Teachers can make connections between curriculum expectations and their student’s learning contexts and space. These connections allow students to develop more inquiry within their own learning environment. In essence, distance or online learning can offer students more voice because the space is their own. Further, every student's space can influence other student's learning.

For instance, if one student studies at a kitchen table, they may use an object such as an orange to explain concepts of atomic structure, versus another student who studies in their bedroom may use socks or loose change to explain the same concept. The students’ ‘found objects’ help develop a shared understanding of the concept of atomic structure. The teacher can continue this discussion as they explain how all models have limitations and strengths in explaining concepts.

COVID-19 has forced us to examine learning through the lens of social distancing and has prompted the need to examine distributed cognition theory in more detail.