Developing knowledge work skills in a university course

Abstract

This meta-analytic review examines the relationships between students' sense of school belonging and students' motivational, social-emotional, behavioural, and academic functioning in secondary education. Moreover, it examines to what extent these relationships differ between different student groups (grade level, SES), measurement instruments, and region. The metaanalysis included 82 correlational studies, published in peerreviewed journals between 2000 and 2018. Results revealed, on average, a small positive correlation with academic achievement, and small to moderate positive correlations with motivational outcomes such as mastery goal orientations; with socialemotional outcomes such as self-concept and self-efficacy; and with behavioural outcomes such as behavioural, cognitive, and agentic engagement. A small negative correlation is observed with absence and dropout rates. Similar results are found across different student groups (grade level, SES). Although the results vary to some extent across measurement instruments and region, generally, the results reveal that school belonging plays an important role in students' school life.

A Study of Students’ Preferences in The Information Resources of The Digital Learning Environment

“…• Expanded range of educational goals, with the focus on prospective cognitive, social, digital skills (Mayer, 2019); • Extended and varied digital learning content (Jagušt and Botički, 2019); • Various semiotic systems and information structures of digital learning content (Sansone et al, 2020); • Techniques and technologies for enhancing and personalising interaction with learning content and digital educational communication (Segal et al, 2019). Belyakova and Zakharova (2019) studied some features of university students' interaction with educational content.…”

Trialogical Learning as a Theoretical Framework in the Digital Ecosystem of a Maker Community: a Case Study

“…It can be concluded that the pedagogical design based on TLA, provides heuristic clues for understanding learning processes in open communities and for designing educational spaces with this specific focus in mind. With a similar approach, Sansone, Cesareni, Ligorio, Bortolotti & Buglass (2019) propose the TLA viewpoint and its pedagogical principles for the design of didactic exercises in higher education, based on team-work and the creation of useful artifacts.…”

To assign or not to assign? Role Taking in Higher Education.

“…The course, in fact, is bases on the Trialogical Learning Approach (Paavola & Hakkareinen, 2005) whose main goal is to promote individual and collective agency while students are engaged in the collaborative creation of a shared object. According to this theory, a significative learning is only possible when the educational experience is well structured around specific design principles supporting collaboration and a flexible use of mediating tools (Sansone et al, 2016a;Sansone et al, 2016b;Sansone et al, 2019).…”