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] |
| Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151363574 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring students' explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Arnesen%2C+Thomas%22">Arnesen, Thomas</searchLink><relatesTo>1</relatesTo><i> thomas.arnesen@hvl.no</i><br /><searchLink fieldCode="AR" term="%22Arnesen%2C+Trond-Egil%22">Arnesen, Trond-Egil</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Elstad%2C+Eyvind%22">Elstad, Eyvind</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Aug2021, Vol. 29 Issue 4, p651-668. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Procrastination%22">Procrastination</searchLink><br /><searchLink fieldCode="DE" term="%22Emperors%22">Emperors</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151363574 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14681366.2020.1777461 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 651 Subjects: – SubjectFull: Student attitudes Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Task performance Type: general – SubjectFull: Procrastination Type: general – SubjectFull: Emperors Type: general Titles: – TitleFull: Exploring students' explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arnesen, Thomas – PersonEntity: Name: NameFull: Arnesen, Trond-Egil – PersonEntity: Name: NameFull: Elstad, Eyvind IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 14681366 Numbering: – Type: volume Value: 29 – Type: issue Value: 4 Titles: – TitleFull: Pedagogy, Culture & Society Type: main |
| ResultId | 1 |
