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1.
It is important to develop understanding of what underpins the engagement of students in online learning environments. This article reports on a multiple case study that explored student engagement in a set of postgraduate degrees offered on a fully online basis. The study was based on a theorization of student engagement as the exercise of intentional human action, .or agency. It identified ways in which tasks and social relations in the online learning environments triggered reflexivity on the part of students, with ‘reflexivity’ understood to mean the ordinary mental capacity to consider oneself in relation to one’s social setting. A different relationship between reflexivity and student engagement was in view than that identified by Margaret Archer with regard to reflexivity and social mobility. Rather than displaying one dominant mode of reflexivity, the students considered in the study were seen to draw on a range of modes. The engagement of these students in their learning was also seen to depend on the manner in which they engaged in reflexivity centred on the pursuit of shared goals, that is in collective reflexivity. Specific practices were seen to trigger constructive forms of collective reflexivity, while fractured and restricted forms of collective reflexivity were linked to student disengagement in relation to joint tasks. As well as adverting to the importance of collective reflexivity to learning, the study highlights scope for dissonance between the modes of reflexivity and practices favoured by an online learning environment and the reflexive profile of the student.  相似文献   

2.
ABSTRACT

This paper positions the photographic image of the self (the ‘selfie’) as the reflexive indicator on which students are prompted to reveal their learning behaviours, and uses this mode of reflexivity to construct a qualitative study of engagement in a higher education setting. The study leverages the intensified processes of self –reflection created by the novel forms of convergence across the social landscape in which the selfie is embedded, to reveal how oppositional and indexical selfie-reflective practices can operate to uniquely connect behaviours to learning in this sector.  相似文献   

3.
This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger’s (2009) notion of ‘social learning spaces’ to explore the manner in which students mediate their social and institutional identity, expose power imbalances in terms of decision-making and determine influences on their learning. We argue that learning is facilitated by social engagement and suggest that the conceptualisation and implementation of social learning spaces, although a complex and protracted process, is valuable for students’ social and academic development, particularly in a residence environment. Data were collected via semi-structured interviews, analysed using content analysis, and interpreted through a Cultural Historical Activity Theory (CHAT) lens. The findings point to the complexity of establishing social learning spaces (SLS) in a student residence environment with students experiencing multiple tensions in the process, including struggles with collaborative learning, difficulties in developing agency and the challenges of traversing power relations.  相似文献   

4.
The notion that ‘customer satisfaction’ should be the ultimate measure of quality provision of any service organization is often accepted in the higher education context. However, measuring the quality of an educational institution based on students’ satisfaction is insufficient as it diverts the focus from student development, advancement and growth to an affective evaluation of the service. More appropriate measures of quality of higher education institutions are student engagement and learning. This study describes the likely impact of perceived overall quality of higher education institutions on student engagement. The contribution of this study is twofold. First, it draws attention to the importance of higher education institution quality as the main institutional-level determinant of student engagement and, second, it suggests a comprehensive multilevel conceptual framework for its empirical testing.  相似文献   

5.
Notable gains have been made in understanding the factors that influence the student experience in higher education, particularly in the area of student engagement. While tremendous effort has been focused on identifying educationally beneficial activities for students, we must also consider where these activities are occurring. In recent years there have been technological advances that have paved the way for blended learning environments, however, physical learning environments continue to dominate the functionality of many universities. The development of purpose‐built informal social learning spaces as a strategy to enhance the student experience is becoming more prevalent, although empirical research in this area is lacking. This study explores the role of social learning spaces on the student experience using the student engagement framework within a qualitative research design. Informal interviews with 103 students were conducted within a social learning space. Findings reveal that social learning spaces can contribute to enhanced student engagement by fostering active learning, social interaction and belonging amongst tertiary students. The study also suggests that design is a contributing factor to students' perceptions of social learning spaces.  相似文献   

6.
Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs.  相似文献   

7.
This paper identifies the role of reflexivity as a central concern to educational researchers. We argue that reflexivity as a concept needs to be recognised at three key levels. Reflexivity can be considered in terms of learning in general, in relation to our research designs and finally with respect to the production of educational knowledge. Each of these levels is analysed and related to our understanding of social justice research in education. Through an exposition of Giddens’ notion of the ‘duality of structure’ we put forward one way of researching in the area of social justice and education which takes into account the reflexive nature of educational research.  相似文献   

8.
A survey of student satisfaction and dissatisfaction was undertaken within an undergraduate education studies cohort at a new university in the English Midlands. The cohort included both ‘traditional’ and ‘non‐traditional’ students and represented an increasingly typical ‘widened’ community of students within higher education. This student‐ informed survey enabled expression of facets of experience which were found to be deeply satisfying or deeply dissatisfying by the cohort and which also had the potential to impact upon their academic and social integration. The cohort was asked to link facets found deeply satisfying or deeply dissatisfying to the likelihood of their retention and degree completion or the likelihood of their exit from the institution. Themes emerging were concerned with teaching and learning, debt and money worries, workload and support. Many of the facets identified fall within institutional control and can be managed in order that both ‘traditional’ and ‘non‐traditional’ students may achieve integration, maintain their personal vision and be retained. The survey methodology employed can be adapted to accommodate contextualization within other higher education institutions. It is suggested that engagement with such survey methodology represents investment in both institutional, educational and financial health.  相似文献   

9.
There is a growing awareness of the value of using pupils’ voices in educational research. At primary and second level, the principle of pupil voice has gained in profile over the last decade. However, in higher education, the use of voice in research collaborations remains under‐theorised and under‐utilised. This paper reports on an inclusive phenomenographic study undertaken with college students with intellectual disabilities (ID). It outlines how pupil voice can be used to gain a deeper understanding of the teaching and learning process. The strategies that promoted learner engagement and autonomy include establishing a supportive learning climate or environment, and promoting self‐regulated learning strategies. These findings suggest that the use of pupil voice is fundamental to changing the way teachers think about students with ID and their learning.  相似文献   

10.
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11.
The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term ‘agency’ has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term ‘agency’ in science education research. This article attempts to structure the variety of definitions of ‘student agency’ in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.  相似文献   

12.
This paper explores the contribution of a physical learning space to student engagement in social work education. Drawing on a constructivist methodology, this paper examines the findings of a survey conducted with students and staff in a social work and human service programme about their experiences of a Social Work Studio learning space. The analysis identified that students and staff who used the Studio reported that students were emotionally, cognitively and behaviourally engaged in the space, which enriched their development as social work and human service practitioners. The researchers concluded that the Social Work Studio is a useful tool for enhancing social work student engagement and increasing their confidence to address the ‘real-life’ challenges they may face as social work practitioners.  相似文献   

13.
Learner agency is often seen unproblematically as an integral aspect of ‘twenty-first century lifelong learning’. Agency and instrumentalist forms of teacher professional development are problematised through this qualitative case study that explores a teacher’s inquiry into assessment for learning practices. This article illustrates how Teaching as Inquiry can be located as either a process that is purely technicist or replete with potential for teachers to engage with ‘unwelcome truths’. Student voice data that reveal ‘unwelcome truths’ can provide a catalyst for teacher reflection on student positioning in learning relationships. Findings focus on practices of assessment for learning, assessment literacy, agency as a neoliberal construction and the need to interrogate power relations in the classroom for student agency to flourish. Issues around student voice and the democratic participation of students in schooling improvement are discussed. Teaching as Inquiry, that explicitly targets wider non-instrumental goals associated with teacher learning, can be a critical process that addresses the growth of assessment literacy and learner agency in classrooms. It can transcend a linear obsession with easily measured quantifiable shifts in student achievement data.  相似文献   

14.
Abstract

The emergence of personalised data technologies such as learning analytics is framed as a solution to manage the needs of higher education student populations that are growing ever more diverse and larger in size. However, the current approach to learning analytics presents tensions between increasing student agency in making learning-related decisions and ‘datafying’ students in the process of collecting, analysing and interpreting data. This article presents a study that explores staff and student experience of agency, equity and transparency in existing data practices and expectations towards learning analytics in a UK university. The results show a number of intertwined factors that have contributed to the tensions between enhancing a learner’s control of their studies and, at the same time, diminishing their autonomy as an active agent in the process of learning analytics. This article argues that learner empowerment should not be automatically assumed to have taken place as part of the adoption of learning analytics. Instead, the interwoven power relationships in a complex educational system and the interactions between humans and machines need to be taken into consideration when presenting learning analytics as an equitable process to enhance student agency and educational equity.  相似文献   

15.
This article is concerned with theorising educational change. Working within a Marxist reproduction problematic, power and domination are theorised in terms of Social Forms—wage, state and civil‐forms—which are the product of capitalist social relations. Since these forms are a feature of the social formation, including the education system, a ‘translation effect’ between different levels of analysis can be identified. This approach entails recognition of the fact that reproduction is contested and has a political aspect, which is revealed by a ‘content‐theoretical’ model of educational change. This model delineates the relationship between the economic and political (the wage and state‐forms) as the dynamic for change, thereby demonstrating how the political makes possible the reproductive role of the education system. The utility of this model, and in particular its capacity to account for unintended consequences of educational change, is illustrated by reference to the recent introduction of the ‘new vocationalism’ into Further Education.  相似文献   

16.
Recently, more students have entered Dutch higher education. This is a consequence of the possibility to offer students to enter higher education, with a certificate from senior secondary education (SSVE). In earlier days most students in higher education had passed senior general secondary education (SGSE), or even pre-university education. It is to be expected that these ‘new’ students approach learning in a different way compared to the ‘traditional’ students in higher education. The goal of this study was to examine the possible differences between the two groups of students mentioned, and to gain insights in the role possible differences play in the way the two groups of students approach learning. Students' personality characteristics, regulation strategies, learning conceptions and motivational orientations were studied in relation to study approaches. It was assumed that patterns of relations between the variables mentioned would be different for the two groups of students. More specifically, it was expected to find stronger and more crystallised relations between variables within the group of SSVE students. Indeed, when entering higher education, SSVE students scored higher then SGSE students on the personality variables autonomy and conscientiousness; as to their personal orientations on learning and instruction they were more self-test oriented and they scored higher on concrete processing and construction of knowledge. However, the strength and direction of the relations between the variables are the same for both groups. Our findings increase insights into relations between students' personalities and their approaches to learning when entering higher education; this concerns two groups of students from different educational backgrounds. Practically this implies that intake assessments considering personality and self-knowledge might help teachers, coaches and policy makers in advising students how to approach learning, when entering higher education.  相似文献   

17.
Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a ‘student movement’ or unified student voice, students’ narratives tended not to valorise ‘student movements’ in the same way and many categorised as ‘political’ action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people’s political engagement specifically, as well as wider debates about the ways in which higher education students are understood.  相似文献   

18.
This paper explores the application of four elements deemed to be essential to immersive learning; immersion, engagement, risk/creativity and agency. The authors discuss the implementation of these four elements within two very different classroom environments, one secondary and one tertiary, to illustrate the importance of students’ active participation in the planning, design and development processes of their own learning environments. By transforming both the conceptual and operational environments of both cohorts the authors illustrate the benefits of the development of immersive learning environments. Importantly, such environments must reflect the choices and preferences of the learner as they negotiate their way through the learning journey that best suits their needs. Rather than the imposition of a learning regime considered to be irrelevant, but more importantly ‘boring’ to the student cohort, the authors argue that immersive learning environments are successful because they are reliant on the students’ enthusiastic creation of their own knowledge in collaboration with adults and student colleagues. This study can be applied in all spectrums of education (primary, secondary and tertiary), and in this case, specifically engineering education.  相似文献   

19.
Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institutions and government. ‘The student experience’ homogenises students and deprives them of agency at the same time as apparently giving them ‘voice’. This paper examines the dominance and sacralisation of the discourse of ‘the student experience’ and questions its positioning as a means of discriminating between the value of different experiences of education.  相似文献   

20.
Contemporary critiques of student learning research call for new theoretical and methodological approaches. This article proposes a social realist approach to this research, using the morphogenetic theory of sociologist Margaret Archer. The applicability of this approach is demonstrated by reference to an empirical study of engineering students at a South African university, using narrative analysis. In the article itself, two narratives are given in some detail, illustrating the key outlines of the analysis. Students’ emerging personal identities are shown to be highly dependent on their social backgrounds, yet when in the university the possibilities for the morphogenesis of student agency are very constrained. A critical interrogation of these findings proposes that a true higher education should facilitate the development of an enlarged sense of agency for students.  相似文献   

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