dc.contributor.author | Arnesen, Thomas | |
dc.contributor.author | Arnesen, Trond Egil | |
dc.contributor.author | Elstad, Eyvind | |
dc.coverage.spatial | Fennoscandia | en_US |
dc.date.accessioned | 2020-12-18T11:47:22Z | |
dc.date.available | 2020-12-18T11:47:22Z | |
dc.date.created | 2020-07-02T15:41:36Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Arnesen, T., Arnesen, T.-E., & Elstad, E. (2020). 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. | en_US |
dc.identifier.issn | 1468-1366 | |
dc.identifier.uri | https://hdl.handle.net/11250/2720186 | |
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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.subject | agency | en_US |
dc.subject | learning infrastructure | en_US |
dc.subject | procrastination | en_US |
dc.subject | innovative learning environments | en_US |
dc.subject | technology-rich environments | en_US |
dc.subject | student explanations | en_US |
dc.title | Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2020 The Author(s) | en_US |
dc.source.pagenumber | 0 | en_US |
dc.source.journal | Pedagogy, Culture & Society | en_US |
dc.identifier.doi | 10.1080/14681366.2020.1777461 | |
dc.identifier.cristin | 1818338 | |
dc.relation.project | Norges forskningsråd: 218245 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |