dc.date.accessioned | 2020-08-17T19:47:55Z | |
dc.date.available | 2020-08-17T19:47:55Z | |
dc.date.created | 2020-06-04T14:04:15Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Arnesen, 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.uri | http://hdl.handle.net/10852/78478 | |
dc.description.abstract | Learner 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.language | EN | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.title | Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework | |
dc.type | Journal article | |
dc.creator.author | Arnesen, Thomas | |
dc.creator.author | Arnesen, Trond Egil | |
dc.creator.author | Elstad, Eyvind | |
cristin.unitcode | 185,18,2,0 | |
cristin.unitname | Institutt for lærerutdanning og skoleforskning | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 1813872 | |
dc.identifier.bibliographiccitation | info: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.jtitle | Pedagogy, Culture & Society | |
dc.identifier.startpage | 1 | |
dc.identifier.endpage | 18 | |
dc.identifier.doi | https://doi.org/10.1080/14681366.2020.1777461 | |
dc.identifier.urn | URN:NBN:no-81569 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 1468-1366 | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/78478/4/10-1080-14681366-2020-1777461.pdf | |
dc.type.version | PublishedVersion | |