Putting the social into learner agency: Understanding social relationships and affordances

Mairitsch, Astrid; Sulis, Giulia; Mercer, Sarah; Bauer, Dirk

doi:10.1016/j.ijer.2023.102214

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…The purpose of the study was to qualitatively investigate the participants' perceptions of teletandem learning and their agency in relation to the multileveled environment where they were situated. Since agency entails not only individual self-regulatory capacity but also inter-individual capacity (Mairitsch et al, 2023), investigating socio-emotional dimensions of the participants' learning experiences was inevitable. Thus, stimulated recalls were found as a useful way to unpack the students' thought processes and actions in their participation and interaction with their partners.…”

Section: Kie's Example: Intuition In Stimulated Recall With Studentsmentioning

confidence: 99%

Practitioner Researcher Intuition in Stimulated Recall Studies

Morris,

Yamamoto,

King

2023

JPLL

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Practitioner researchers have much to gain from using stimulated recall, a powerful data collection method whereby structured observations are followed by introspectively focused interviews. The close insider positions that practitioner researchers maintain, however, mean that they are liable to very powerful intuitions. Working under the assumption that intuition can benefit inquiry if it is appropriately managed, this paper offers a theoretical exploration of intuition in practitioner-led stimulated recall studies. In the first section of the paper, a review of extant literature reveals that the expertise of practitioner researchers lends credence to the quality of their intuitions. In the second section of the paper, reflective examples from the authors' own projects illustrate the strengths that intuition can bring to stimulated recall inquiry. Finally, in the third section of the paper, discussions of the dangers of intuition highlight the very real issues that practitioner researchers face when negotiating intuitive thoughts. Two important solutions are presented in the paper: the employment of reflection to appropriately interrogate intuition, and the formulation of sound research principles upon which intuitions can positively emerge. We end the paper by offering our own contribution, the practitioner researcher intuition in stimulated recall model, a tool to support reflection upon emerging intuitions in stimulated recall research.

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Section: Kie's Example: Intuition In Stimulated Recall With Studentsmentioning

confidence: 99%

Practitioner Researcher Intuition in Stimulated Recall Studies

Morris,

Yamamoto,

King

2023

JPLL

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Beyond autonomy: unpacking self-regulated and self-directed learning through the lens of learner agency- a scoping review

Gupta,

Ali,

Jiang

et al. 2024

BMC Med Educ

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Background Learner agency involves students actively engaging in their learning process and shaping their educational experiences through autonomy, self-regulation, and decision-making. In professional education, particularly within health professions, learner agency is critical for fostering adaptability and lifelong learning. This scoping review explores how learner agency, alongside concepts such as self-regulated learning and self-directed learning, is addressed in undergraduate dental education, aiming to understand its implications and strategies for enhancing student agency in this context. Methods The scoping review examined literature on self-regulated learning, self-directed learning and learner agency in undergraduate dental education from 1994-April 2024 across five databases: PubMed, Scopus, Embase, ProQuest Central, and Web of Science. A manual search of the cited references was also conducted. Relevant studies were screened, and the findings were summarized to offer a comprehensive overview and identify research gaps. Results In total, 33 studies were included in the review. The results revealed a strong interconnection between intrapersonal, behavioral, and contextual dimensions in shaping learner agency through self-regulated learning and self-directed learning among undergraduate dental students. The studies analyzed, predominantly quantitative, highlighted the multifaceted relationships among self-regulated learning and self-directed learning and learner agency, emphasizing its significance for educational practice and policy. Conclusions Self-regulated learning and self-directed learning are crucial for developing learner agency, aiding undergraduate students’ transition into independent professionals and fostering lifelong learning behaviors. Educational strategies should prioritize empowering students to become independent learners, reducing their reliance on faculty. Further research is needed to identify effective methods for promoting learner agency development among dental students.

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”In the palm of your hand”: the ecological and complex nature of teacher agency

Braga,

Gomes Junior

2024

Texto livre

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The potential of mobile phones as a resource to mediate teaching and learning opportunities has been the subject of research in the educational context. However, the role of these devices in teacher education, especially regarding the exercise of teacher agency, has been insufficiently investigated. The concept of agency has been discussed from different perspectives, and many studies in this area share the idea that agency is one of the characteristics of human behavior. In this paper 1 , we attempt to discuss the concept of agency through the lens of the ecological approach and complexity, perspectives that shed light to the way human beings’ exercise of agency emerges as agents who can influence and be influenced by their context. The aims of this study were to identify: i) instances of agency in the actions of pre-service teachers; ii) actions mediated by the use of mobile phones by these teachers; and iii) intrapersonal issues that can influence the agency of these teachers. Data was collected through a semi-structured questionnaire in undergraduate classes on the use of digital technologies in language teaching and learning. The data was then processed and coded using Atlas-TI software, and the analysis and discussion of the data was based on the characteristics of agency as a complex system. With this study, we hope to demonstrate the multifaceted nature of the concept of agency as these mobile technologies are integrated into teaching practices and to underscore its importance for language-teacher pre-service initial education.

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Putting the social into learner agency: Understanding social relationships and affordances

Cited by 4 publications

References 24 publications

Practitioner Researcher Intuition in Stimulated Recall Studies

Practitioner Researcher Intuition in Stimulated Recall Studies

Beyond autonomy: unpacking self-regulated and self-directed learning through the lens of learner agency- a scoping review

”In the palm of your hand”: the ecological and complex nature of teacher agency

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