Revisiting learning in higher education—Framing notions redefined through an ecological perspective

Damşa, Crina; Jornet, Alfredo

doi:10.14786/flr.v4i1.208

Cited by 5 publications

(7 citation statements)

References 21 publications

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“…This is an important finding because, as students engage in learning activities, they cross curricular boundaries to access different platforms not considered as formal course materials (Dowling‐Hetherington et al, 2020; Henderson et al, 2017). The findings add to previous studies by showing empirical evidence that students not only cross these boundaries but also deploy their own boundary/learning space by combining the online platforms necessary to support the type of learning activities they consider relevant (Damşa & Jornet, 2017). Moreover, this space seemed to vary depending on the complexity of the learning activity, as it resulted in the use of different platform infrastructures and ways of using them.…”

Section: Discussionsupporting

confidence: 76%

“…This enactment is determined by both the dynamic changes in the activities learners partake in (Zheng & Yano, 2007) and its continuous interplay with the context in which these activities take place. Therefore, learning practices need to be studied in terms of the relations learners establish in their environment, how these unfold and are organized and learners' activities in relation to their (contextualized) purposes (Damşa & Jornet, 2017).…”

Section: Conceptual Framework—an Ecological Perspective On Learning P...mentioning

confidence: 99%

“…To answer these research questions, the study employs a conceptualization of learning practices following an ecological perspective (Barron, 2006; Damşa & Jornet, 2017) that expands the notion of ‘social practice’ (i.e., the way people do things by interacting with their environment) (Kemmis et al, 2014; Schatzki, 2001). We use a mixed methods design that combines digital traces, survey and interview data, as well as quantitative and qualitative analytical methods.…”

Section: Introductionmentioning

confidence: 99%

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Browsing to learn: How computer and software engineering students use online platforms in learning activities

Araos

Damşa

Gašević

2022

Computer Assisted Learning

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Background The surge of online platforms has generated interest in how specialized platforms support formal and informal learning in various disciplinary domains. Knowledge is still limited regarding how undergraduate students navigate and use platforms to learn. Objectives This study explores computer and software engineering students' learning practices, wherein online platforms are used as resources for both curricular learning activities and students' interest‐driven learning. Methods The learning practices of 73 students were examined using a mixed‐methods design and a conceptualization of practices accounting for the context and purpose of their enactment. The dataset includes students' self‐reports on domain‐specific learning activities, three‐month‐long web‐browsing history of multiple platforms and stimulated‐recall interviews. The data were analysed through latent class and thematic analyses. Results and Conclusion Five distinct patterns were found in the use of online platforms. These patterns show that different types of platforms were used purposely and in combination during curricular and interest‐driven activities aimed at learning software development. Moreover, students' purposes were driven by both the need to progress in their learning activities and the development of their interest in software development. The findings highlight the complexity of students' learning with online platforms, which develop quite extensively beyond curricular boundaries. Implications The findings stress the need to recognize that undergraduate students' learning practices involve multiple online platforms and activities beyond the formal curriculum and that these play a key role in developing students' interests in learning software development. Moreover, our findings indicate the importance of taking into account the way students' learning practices unfold within platforms and how these relate to domain‐specific practices.

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Section: Discussionsupporting

confidence: 76%

Section: Conceptual Framework—an Ecological Perspective On Learning P...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Browsing to learn: How computer and software engineering students use online platforms in learning activities

Araos

Damşa

Gašević

2022

Computer Assisted Learning

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“…Davis and Sumara (2007) described the shift from a mechanical view on teaching to a more organic one. Damsa and Jornet (2016) comparably argued to reframe learning as 'collective achievements of whole ecosystems' (p. 39). Some distinctive properties, compared with mechanical management, are that knowledge in organic systems is said to be structured anywhere in the system, compared to top-down knowledge structures.…”

Section: Systems Theory and Complexitymentioning

confidence: 99%

Aligning with complexity: system-theoretical principles for research on differentiated instruction

Smets

Struyven

2018

FLR

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Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be used as ontological and epistemic grounding for research on differentiated instruction. Three challenges for this research are presented: to focus on the interplay between the individual and complex collective behaviour; to acknowledge the external influences in research design; and to describe patterns of non-linear causality and emergence. Three design principles for research on differentiated instruction are presented to address these challenges: organic design, interaction and reflectivity. By using these principles, we believe research on differentiated instruction would be aligned with the theoretical foundations of the concept.

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“…The result is the students serve as critical and productive participants, allowing co-construction and management of learning. 8 Teaching and learning in contemporary higher education are a shared process with both professor and student owning the responsibility with successful learning outcomes.…”

mentioning

confidence: 99%

Practical, Applied, and Research-Based Teaching Strategies for Physicians

Williams

Ziegler

2022

Ear Nose Throat J

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Aspiring physicians face a large amount of information that must be learned and retrieved in real time. The skills that helped medical students reach residency may not be the enough to succeed as a physician. For example, like many students, cramming the night before an exam probably helped achieve a satisfactory score. Unfortunately, cramming does not require that the information be retained and applied overtime. The content acquired in medical school is cumulative, that is, the information learned remains relevant months and even years later. Not only does content need to remembered, the knowledge must be constantly updated as new research makes some information more relevant and other information less important. Finally, the stakes as a physician are high. Forgetting a critical piece of information will not result in a lower test score, it can seriously harm patients. This article is a practical approach to teaching medical doctors, based on a literature review, including practical, scientific, and applied research and strategies ways in which teaching can be done that result in depth of learning in the resident.

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Revisiting learning in higher education—Framing notions redefined through an ecological perspective

Abstract: This article employs an ecological perspective as a means of revisiting the notion of learning, with a particular focus on learning in higher education

Cited by 5 publications

References 21 publications

Browsing to learn: How computer and software engineering students use online platforms in learning activities

Browsing to learn: How computer and software engineering students use online platforms in learning activities

Aligning with complexity: system-theoretical principles for research on differentiated instruction

Practical, Applied, and Research-Based Teaching Strategies for Physicians

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