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dc.date.accessioned2020-08-17T19:47:55Z
dc.date.available2020-08-17T19:47:55Z
dc.date.created2020-06-04T14:04:15Z
dc.date.issued2020
dc.identifier.citationArnesen, Thomas Arnesen, Trond Egil Elstad, Eyvind . Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. Pedagogy, Culture & Society. 2020
dc.identifier.urihttp://hdl.handle.net/10852/78478
dc.description.abstractLearner agency is a key factor in success with technology-infused Innovative Learning Environments (ILEs). Focussing on informal practices unrelated to the learning agenda (off-task practices) and considered undesirable by students (school–net-conflict), this paper explores how students who experience a school–net-conflict explain their off-task practices using four conceptions of agency as a theoretical framework. An analysis of interview data from focus groups with a purposive sample of Norwegian secondary students suggests the dominance of sovereign conceptions of agency, i.e., off-task practices understood as individual self-regulation failures. Other common explanations included a) a drive-like ‘pull’ of social media (material conception), b) peers’ off-task practices as triggers (relational conception), and c) adjustment to a grade- and test-oriented incentive regime (ecological conception). Findings also suggest a disconnect between students’ explanations (situational nuance/detail) and attributions of ‘blame’ (dispositional default). Implications, limitations and further research are also considered.
dc.languageEN
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.titleExploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework
dc.typeJournal article
dc.creator.authorArnesen, Thomas
dc.creator.authorArnesen, Trond Egil
dc.creator.authorElstad, Eyvind
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1813872
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Pedagogy, Culture & Society&rft.volume=&rft.spage=&rft.date=2020
dc.identifier.jtitlePedagogy, Culture & Society
dc.identifier.startpage1
dc.identifier.endpage18
dc.identifier.doihttps://doi.org/10.1080/14681366.2020.1777461
dc.identifier.urnURN:NBN:no-81569
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1468-1366
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/78478/4/10-1080-14681366-2020-1777461.pdf
dc.type.versionPublishedVersion


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