Dialogic relationships and sensemaking in the online entrepreneurial learning space

The current Covid-19 pandemic has established new momentum for moving entrepreneurial learning formats online. In this study, we are zooming in on the dialogic relationship between the entrepreneurship educator and students who meet online in experiential learning processes. However, the entrepreneurship educator may struggle to adapt activities, learning design, and assessment methods to this unfamiliar setting. We want to investigate parameters influencing the relationship building between educators and students since this is a primary constituent of the learning process. We will analyze how the entrepreneurship educator has planned and executed teaching entrepreneurship online through a systematic case study approach. We take a sociointeractive perspective on learning processes, and in our analysis, we will adopt a sensemaking approach to evidence how this particular transformation has influenced the entrepreneurship education (EE) classroom.