Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review

Abstract

From an educational perspective, student agency is a construct that refers to external and internal factors involved in taking responsibility for learning and the possibility of making choices in learning. Although there are studies that back the idea of using educational technologies to support the development of student agency in higher education, there is still a lack of frameworks that relate student agency with technology-enhanced learning. In this study we present a systematic literature review addressing this gap, with emphasis on educational sciences. The results from the mapping of 29 studies show a focus on the micro level of learning design and clear relationships with other concepts, such as ownership of learning or self-regulated learning. The analysis of the results enabled us to develop an own model approach connecting student agency and technology-enhanced learning. Future work will involve iterative phases of revision and validation of the developed model through empirical studies.

En metode til undersøgelse af digitale interaktioner fra de studerendes perspektiv

“…Ifølge Stenalt (2021a) findes disse yderpunkter også i forskning, der undersøger agens i en digital kontekst. Her behandles teknologi typisk enten som neutralt (Lindgren & McDaniel, 2012) eller som determinerende for de muligheder, som de studerende oplever (Marín et al, 2020). I begge tilfaelde bliver teknologi behandlet som noget, der ligger uden for den sociale verden, og med en egen, uafhaengig status (Aagaard & Matthiesen, 2016).…”

Academic tasks for fostering the PLE in Higher Education: International Insights on Learning Design and Agency

“…After some discussions about the pedagogical/technological/techno-pedagogical nature of the concept, current conceptualizations consider PLE as "a lens or framework that helps us understand and analyze from a learning ecology perspective how the learning conditions, resources and opportunities are related to each other in the current digital landscape" (Dabbagh & Castañeda, 2020, p. 3045) […], integrating formal and informal learning experiences, and as "a social and technological reality" (p. 3043). In addition, recent literature connects the concept of PLE to student agency (Jääskelä et al, 2017), especially considering the shift of control and ownership of learning from educators to learners, and PLE are believed to support it in the learning activity (Castañeda & Tur, 2020;Dabbagh & Castañeda, 2020;Marín et al, 2020).…”

Students’ Agency and Self-Regulated Skills through the Lenses of Assessment Co-creation in Post-COVID-19 Online and Blended Settings: A Multi-Case Study

“…Likewise, students' agency refers to both internal and external factors involved in assuming responsibility for their own learning as well as the opportunities of making choices over it (Marin, De Benito & Darder 2020). Jääskelä et al (2017) summarize students' agency at university level into three dimensions: individual, relational and contextual.…”