Invisible cartography: mapping the unseen in the tutorial space (Ailey, 2024) 

This study investigates the affective experience of Academic Support tutorials, aiming to understand

how learners affectively receive these sessions and exploring whether improvement in the tutorial

environment can enhance student experience. A critical context was developed through an extensive

literature review and then applied to phenomenological interviews with a small purposive sample of

students at London College of Communication. Intersubjective experiences were identified, and their

implications discussed. The findings propose changes to the tutorial environment to improve student

experience, and advocates for greater awareness of the affective experience in learning and teaching.

Future research into how we communicate this knowledge to learners and educators is considered.