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Developing student agency is a critical aspect of higher education and, in particular, digital education. In this sense, the capacity to understand what constitutes agency in digital contexts of education and evaluate students’ digital agency is now crucial. In contrast to traditional approaches to student agency in digital contexts that subsume technologies to educational intentions, media research has illustrated a more complex interplay between humans and technology. Drawing on this insight, the paper argues for a more critical disposition to digital student agency, wherein relational, cultural, and technological dynamics are central to agency. Specifically, the article proposes a framework for digital student agency that distinguishes five critical domains to student agency in digital contexts: (1) agentic possibility, (2) digital self-representation, (3) data uses, (4) digital sociality, and (5) digital temporality. The article concludes by outlining the implications of the framework for educational practice and academic research around student agency and student learning. Specifically, adopting the framework implies changes in how we investigate student agency in digital contexts and enables critical investigations of student-centred teaching practices.

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Denne artikel undersøger to centrale forhold for uddannelseskvalitet, hhv. frafald og læringsteknologi, hvis sammenhæng danske universiteter i stigende grad interesserer sig for. Formålet med undersøgelsen er at afdække, hvorvidt brugen af læringsteknologi kan bidrage til at reducere de studerendes frafald på videregående uddannelser, og under hvilke betingelser? Det sker ved hjælp af et systematisk review af nyere international, peer-reviewed litteratur, der beskriver sammenhængen mellem frafald og læringsteknologi på de videregående uddannelser. Ud af 1.483 fremsøgte referencer levede 10 studier op til kriterierne for inklusion. Resultaterne af denne undersøgelse indikerer, at man ved hjælp af læringsteknologi og en forholdsvis lille indsats i nogle sammenhænge kan fastholde og motivere de studerende til at engagere sig i faget. Samtidig finder vi også, at det ikke er muligt at løse frafaldsproblematikker ved blot at tilføje mere læringsteknologi i uddannelserne.