“…Alexander 2020 ; Pelletier et al 2022 ), but have also been used to aid in reflection on learner circumstances (e.g. Veletsianos et al 2022 ) as well as a pedagogical strategy (e.g. Ertmer et al 2019 ).…”
Section: Radical Imagination and The Power Of Storymentioning
In this paper, we grapple with the possibility of rethinking education futures by arguing for the continued use of speculative education fiction in critical education studies, a method which has the potential for radical imagination. However, we note that, as a research method, such fictions need to rely less on what we identify as pessimistic visions of the future, which are visions exploring themes such as disconnection, lack of autonomy and sovereignty, and technological, corporate, state and/or authoritarian control, as these visions and themes are currently over-represented in recent publications using this method. We further demonstrate the limits of these thematic visions by tracing the relationship between the ways in which pessimistic storytelling, related as it is to apocalyptic storytelling, risks reinforcing inequality, especially with respect to settler colonial injustice. Alternatively, we propose using this method to help develop hopeful futures. These are futures shaped by themes, such as connection, agency and community and individual flourishment, and suggest a turn to the genres of hopepunk, solarpunk and visionary fiction as models of storytelling grounded in hope which imagines more liberatory education and learning futures.
“…Alexander 2020 ; Pelletier et al 2022 ), but have also been used to aid in reflection on learner circumstances (e.g. Veletsianos et al 2022 ) as well as a pedagogical strategy (e.g. Ertmer et al 2019 ).…”
Section: Radical Imagination and The Power Of Storymentioning
In this paper, we grapple with the possibility of rethinking education futures by arguing for the continued use of speculative education fiction in critical education studies, a method which has the potential for radical imagination. However, we note that, as a research method, such fictions need to rely less on what we identify as pessimistic visions of the future, which are visions exploring themes such as disconnection, lack of autonomy and sovereignty, and technological, corporate, state and/or authoritarian control, as these visions and themes are currently over-represented in recent publications using this method. We further demonstrate the limits of these thematic visions by tracing the relationship between the ways in which pessimistic storytelling, related as it is to apocalyptic storytelling, risks reinforcing inequality, especially with respect to settler colonial injustice. Alternatively, we propose using this method to help develop hopeful futures. These are futures shaped by themes, such as connection, agency and community and individual flourishment, and suggest a turn to the genres of hopepunk, solarpunk and visionary fiction as models of storytelling grounded in hope which imagines more liberatory education and learning futures.
“…The CoI framework and the three elements, do not take into account the influence of the broader environment in which online learning occurs. This is problematic as online learning is situated in particular environments (Veletsianos et al, 2022 ).…”
Section: Literature Reviewmentioning
confidence: 99%
“…1 . It builds on Veletsianos et al’s ( 2022 , p. 319) ‘ecological perspective’, and their argument of finding “ways to think of people in the context of their broader environments and systems, highlighting how experiences and behaviours are not exclusively localized to the individual”. Fig.…”
Section: Literature Reviewmentioning
confidence: 99%
“…However, the studies examining online learning in developing countries (c.f Sangster et al, 2020 ; Zarei & Mohammadi, 2021 ) have not explored the interaction of the contextual factors with the online learning experience. This is especially important as online and distance learning is a practice situated in environments (Veletsianos et al, 2022 ). The current exploratory qualitative study seeks to fill this gap and contributes to understanding the multi-level factors that influence online learning by examining the interaction of micro, meso, and macro levels.…”
Section: Introductionmentioning
confidence: 99%
“…This study hopes to add value to the online learning literature by providing insights into the interaction of the individual’s online learning experience (micro-level), with the broader environment in which learners are located (meso and macro levels). The present study offers a novel conceptualisation of students’ educational experience in online environments (captured by the COI framework), by adopting an ecological perspective (Veletsianos et al, 2022 ). Thus, this study probes an underexplored area within the context of a developing country (Pakistan).…”
Using 22 undergraduate business students’ online learning experiences during the COVID-19 lockdown in Pakistan (as the pandemic was the
only
time these students were enrolled as
online
students in Pakistan), this study demonstrates that online learning is a multi-level phenomenon and a practice situated within the environment. Despite online learning being a heavily researched area, research has under-examined the interaction of the Community of Inquiry (CoI) framework with the context. By adopting an ecological perspective, and by examining the interaction of micro, meso, and macro levels, this qualitative research provides useful insights into the interaction of the individual (micro-level) captured through the CoI framework, with the broader environment in which learners are located (meso and macro levels). It contributes to research on online learning broadly, and the CoI framework specifically, by revealing that each element of the CoI framework (micro-level), is influenced by macro (developing country), as well as meso (institutional policies and institutional preparedness) levels. It also spotlights the negotiated relationship between the individual and the systemic forces. The findings of this study are particularly relevant given that online education has the potential to become a norm in higher education in developing countries.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
