A social realist perspective on student learning in higher education: the morphogenesis of agency

Case, Jenni

doi:10.1080/07294360.2015.1011095

Cited by 46 publications

(53 citation statements)

References 21 publications

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“…While learner autonomy is often referred to as the enactment of self-directed learning (Little, 1991), student agency also recognises the influence of social structure on students' actions and perceived identities (Ahearn, 2001;Arnold & Clarke, 2014). As a result, research has operationalised the construct of student agency by measuring students' autonomous learning behaviours (Crick, Huang, Shafi, & Impact of student agency in a flipped classroom 3 Goldspink, 2015; Rappa & Tang, 2017;Reeve & Tseng, 2011) and social interactions within the classroom structure (Case, 2015;York & Kirshner, 2015).…”

Section: Student Agencymentioning

confidence: 99%

“…A simplistic definition of agency, given by Ahearn (), is “the socioculturally mediated capacity to act” (p. 112), which implies two basic assumptions: Human actions are central to agency and are influenced by the social structure (Bruner, ; Case, ; Rappa & Tang, ). Arnold and Clarke () further specified that student agency is the capacity of students to act purposively towards individual goals, change the established pattern of classroom interactions, and actively evaluate learning practice for the specific context.…”

Section: Literature Reviewmentioning

confidence: 99%

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Impact of student agency on learning performance and learning experience in a flipped classroom

Luo¹,

Yang²,

Xue³

et al. 2018

Brit J Educational Tech

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The efficacy of the flipped classroom model largely depends on the specifications of its design and implementation, and one important specification to consider is student agency. With the purpose of prescribing the optimal level of student agency for the flipped classroom, this study conducted a repeated‐measures experimental design to compare the effects of three levels of student agency in an undergraduate flipped course with 43 students. The empirical results revealed that student agency had a significant impact on students' academic performance and perceived learning experience. Moreover, a low level of student agency appeared to induce superior performance and evaluation ratings from the students and counter the influence of personality and self‐study time. The findings are expected to inform the design and implementation of flipped courses and extend our understanding of student‐centred learning to the context of the flipped classroom.

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Section: Student Agencymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Impact of student agency on learning performance and learning experience in a flipped classroom

Luo¹,

Yang²,

Xue³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

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“…The morphogenetic approach has been described as the preferential framework with which to understand agency in higher education (14,15) and individual transformation in criminology (16). In this study we introduce the morphogenetic approach to health services research and describe how it can be used to critically contextualize the enablers of health seeking behavior in health promotion practice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Advancing Health Equity in Cancer Care: The Lived Experiences of Poverty and Access to Lung Cancer Screening.

Sayani

Vahabi

O’Brien

et al. 2020

Preprint

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Background: Individuals living with low income are more likely to smoke, have a higher risk of lung cancer, and are less likely to participate in preventative healthcare (i.e., low-dose computed tomography (LDCT) for lung cancer screening), leading to equity concerns. To inform the delivery of an organized pilot lung cancer screening program in Ontario, we sought to contextualize the lived experiences of poverty and the choice to participate in lung cancer screening. Methods: At three Toronto academic primary-care clinics, high-risk screen-eligible patients who chose or declined LDCT screening were consented; sociodemographic data was collected. Qualitative interviews were conducted. Theoretical thematic analysis was used to organize, describe and interpret the data using the morphogenetic approach as a guiding theoretical lens.Results: Eight participants chose to undergo screening; ten did not. From interviews, we identified three themes: Pathways of disadvantage (social trajectories of events that influence lung-cancer risk and health-seeking behavior), lung-cancer risk and early detection (upstream factors that shape smoking behaviour and lung-cancer screening choices), and safe spaces of care (care that is free of bias, conflict, criticism, or potentially threatening actions, ideas or conversations). We illuminate how ‘choice’ is contextual to the availability of material resources such as income and housing, and how ‘choice’ is influenced by having access to spaces of care that are free of judgement and personal bias.Conclusion: Underserved populations will require multiprong interventions that work at the individual, system and structural level to reduce inequities in lung-cancer risk and access to healthcare services such as cancer screening.

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“…Student housing policies can impact student success in academic programmes (Sebokedi, 2009). Case (2015) argues that the traditionalist view focuses on student difficulties in isolation from the broader conditioning context. Pansiri and Sinkamba (2017) and Tinto (2014) accordingly advocate for the programmes aimed at student success to be extended beyond the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Role of Student Housing in Student Success: An Ethnographic Account

Xulu‐Gama

2019

JSAA

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The role of university student housing in the lives of undergraduate students has changed. While student housing used to be understood only as a space to accommodate students who primarily come from out of town, now universities have started using student housing strategically to advance the success of the students. Student housing is now used to build sustainable living and learning student environments in the interests of promotion of student access and success. Through an ethnographic account, where the researcher spent two consecutive semesters living in an undergraduate university residence which accommodates 577 students, the article provides an 'insider-outsider' interpretation of students' context for success from one of the South African university student residences. This article uses Tinto's theory of student integration model to frame an understanding of students' experiences and perceptions of success. It further highlights socioeconomic hardships as well as stories of caring and partnerships that students experience in their journeys towards success. These student experiences are very relevant to their integration into the university culture and systems and are critically important to the success of the student. This article concludes that the role of student housing is key to student success as it provides various opportunities for support from fellow students and staff.

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A social realist perspective on student learning in higher education: the morphogenesis of agency

Cited by 46 publications

References 21 publications

Impact of student agency on learning performance and learning experience in a flipped classroom

Impact of student agency on learning performance and learning experience in a flipped classroom

Advancing Health Equity in Cancer Care: The Lived Experiences of Poverty and Access to Lung Cancer Screening.

The Role of Student Housing in Student Success: An Ethnographic Account

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