Learner agency: To understand and to be understood

Blair, Deborah V.

doi:10.1017/s0265051709008420

Cited by 14 publications

(13 citation statements)

References 31 publications

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“…While the literature generally supports the notion that student agency promotes learning performance and learning satisfaction (Blair, ; Crick et al ., ; Rappa & Tang, ; Reeve & Tseng, ), the results of this study suggest otherwise. To our surprise, the in‐class session with the lowest level of student agency reported the best student performance and evaluation ratings, indicating the need for less learner autonomy and greater teaching presence in this specific flipped classroom.…”

Section: Discussionmentioning

confidence: 98%

Impact of student agency on learning performance and learning experience in a flipped classroom

Luo¹,

Yang²,

Xue³

et al. 2018

Brit J Educational Tech

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The efficacy of the flipped classroom model largely depends on the specifications of its design and implementation, and one important specification to consider is student agency. With the purpose of prescribing the optimal level of student agency for the flipped classroom, this study conducted a repeated‐measures experimental design to compare the effects of three levels of student agency in an undergraduate flipped course with 43 students. The empirical results revealed that student agency had a significant impact on students' academic performance and perceived learning experience. Moreover, a low level of student agency appeared to induce superior performance and evaluation ratings from the students and counter the influence of personality and self‐study time. The findings are expected to inform the design and implementation of flipped courses and extend our understanding of student‐centred learning to the context of the flipped classroom.

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Section: Discussionmentioning

confidence: 98%

Impact of student agency on learning performance and learning experience in a flipped classroom

Luo¹,

Yang²,

Xue³

et al. 2018

Brit J Educational Tech

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show abstract

“…The constrained learner agency of disadvantaged learners can be seen as problematic for social justice and educational equality. Learner agency is crucial to learning in the form of meaning-making, knowledge construction and developing competence in a given field (Blair 2009). Taking part in knowledge construction and gaining competence, through entering a zone of proximal development (ZPD) (Vygotsky 1978) requires learners' volition as part of a learning community (Blair 2009).…”

Section: Educational Inequalities and Learner Agencymentioning

confidence: 99%

“…Learner agency is crucial to learning in the form of meaning-making, knowledge construction and developing competence in a given field (Blair 2009). Taking part in knowledge construction and gaining competence, through entering a zone of proximal development (ZPD) (Vygotsky 1978) requires learners' volition as part of a learning community (Blair 2009). This understanding of learning can be contrasted to a transmission model where learners more passively acquire knowledge from the teacher.…”

Section: Educational Inequalities and Learner Agencymentioning

confidence: 99%

“…On the one hand, entering a ZPD requires the learner to have the will and intrinsic motivation to develop and learn and on the other, it requires the agency of the teacher or peer. As Blair (2009) argues, following John Dewey, collaborative agency works towards a communal goal in a democratic sense. Enabling individual and collective agency is therefore crucial to educational social justice in allowing learning and co-imagining more socially just pedagogy and co-transformation of existing pedagogical practices and relationships.…”

Section: Educational Inequalities and Learner Agencymentioning

confidence: 99%

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Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies?

Hempel-Jorgensen

2015

Pedagogy, Culture & Society

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This paper extends the ongoing debate about socially just pedagogy by arguing that disadvantaged learners' capacity to exercise learner agency, which is essential for learning but has been shown to be unequally constrained, can be more effectively enabled. This is accomplished by critically discussing the possibilities and limits of a selection of existing literature on socially just pedagogies, including Critical and Productive Pedagogies, for enabling learner agency. Using sociocultural theory of learner agency, the paper argues that these pedagogies implicitly aim to support learner agency but are to varying extents limited in this respect. It is argued that through a dialogue with the research on pedagogy for Possibility Thinking, disadvantaged learners' agency can be significantly increased. The paper argues that this could lead to extending learner agency from learning in the form of meaning-making and knowledge construction to learners coimagining socially just pedagogies and co-transforming existing unjust pedagogical practices.

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“…In the learningteaching process, students act as agents when they can set their own goals and identify the means to achieve them; agency shows the student's engagement, participation and self determination. These aspects lead to students contributing actively to shape their own learning thereby also enhancing their investment in the process (Ahearn 2001;Blair 2009;Carpenter and Murphey 2007;Flowerdew and Miller 2008).…”

Section: Investment Agency and Language Learningmentioning

confidence: 99%

Bridging passion and profession: Supporting agency and investment in multilingual university writers

Harrison

Uusipaikka

Karinen

et al. 2013

Language Learning in Higher Education

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Throughout the last two decades, scholarship discussing learner de velopment and autonomy has expanded from viewing the learner as one who possesses intrinsic or extrinsic motivation to a performer who to varying degrees invests as an agent in the learning process, particularly when able to pursue her or his passions. With this expansion in mind, the authors sought to look back at the trajectory of their experiences in a second language communication and com position course in order to more deeply understand the roles of agency and investment in their own and fellow classmates' learning. As such, this research examines the role of projectbased learning activities that attempt to bridge the learners' personal passions and professional interests. Seven studentresearchers reported via written narrative how such a bridging approach in the multilingual writing environment supported learner investment and agency. Student responses speak to the need for a stronger sense of connection among their disciplinary studies, personal interests, and even instructors, and highlight the ways in which investment and agency are associated with ideas about learner affect, learner identity, learner autonomy and language acquisition.

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Learner agency: To understand and to be understood

Abstract: Learner agency: To understand and to be understood D e b o r a h V. B l a i r

Cited by 14 publications

References 31 publications

Impact of student agency on learning performance and learning experience in a flipped classroom

Impact of student agency on learning performance and learning experience in a flipped classroom

Learner agency and social justice: what can creative pedagogy contribute to socially just pedagogies?

Bridging passion and profession: Supporting agency and investment in multilingual university writers

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