Exploring students' explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework.
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| Title: | Exploring students' explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. |
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| Authors: | Arnesen, Thomas1 thomas.arnesen@hvl.no, Arnesen, Trond-Egil1, Elstad, Eyvind1 |
| Source: | Pedagogy, Culture & Society. Aug2021, Vol. 29 Issue 4, p651-668. 18p. |
| Subject Terms: | *Student attitudes, *Classroom environment, Task performance, Procrastination, Emperors |
| Abstract: | Learner agency is a key factor in success with technology-infused Innovative Learning Environments (ILEs). Focussing on informal practices unrelated to the learning agenda (off-task practices) and considered undesirable by students (school–net-conflict), this paper explores how students who experience a school–net-conflict explain their off-task practices using four conceptions of agency as a theoretical framework. An analysis of interview data from focus groups with a purposive sample of Norwegian secondary students suggests the dominance of sovereign conceptions of agency, i.e., off-task practices understood as individual self-regulation failures. Other common explanations included a) a drive-like 'pull' of social media (material conception), b) peers' off-task practices as triggers (relational conception), and c) adjustment to a grade- and test-oriented incentive regime (ecological conception). Findings also suggest a disconnect between students' explanations (situational nuance/detail) and attributions of 'blame' (dispositional default). Implications, limitations and further research are also considered. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Learner agency is a key factor in success with technology-infused Innovative Learning Environments (ILEs). Focussing on informal practices unrelated to the learning agenda (off-task practices) and considered undesirable by students (school–net-conflict), this paper explores how students who experience a school–net-conflict explain their off-task practices using four conceptions of agency as a theoretical framework. An analysis of interview data from focus groups with a purposive sample of Norwegian secondary students suggests the dominance of sovereign conceptions of agency, i.e., off-task practices understood as individual self-regulation failures. Other common explanations included a) a drive-like 'pull' of social media (material conception), b) peers' off-task practices as triggers (relational conception), and c) adjustment to a grade- and test-oriented incentive regime (ecological conception). Findings also suggest a disconnect between students' explanations (situational nuance/detail) and attributions of 'blame' (dispositional default). Implications, limitations and further research are also considered. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2020.1777461 |
