Student Agency: an Analysis of Students’ Networked Relations Across the Informal and Formal Learning Domains

Rappa, Natasha Anne; Tang, Kok‐Sing

doi:10.1007/s11165-016-9523-0

Cited by 12 publications

(10 citation statements)

References 15 publications

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“…While the literature generally supports the notion that student agency promotes learning performance and learning satisfaction (Blair, ; Crick et al ., ; Rappa & Tang, ; Reeve & Tseng, ), the results of this study suggest otherwise. To our surprise, the in‐class session with the lowest level of student agency reported the best student performance and evaluation ratings, indicating the need for less learner autonomy and greater teaching presence in this specific flipped classroom.…”

Section: Discussionmentioning

confidence: 45%

“…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%

“…This finding is supported by Lindgren and Mcdaniel (), who found that the explicit element of agency can promote analysis and application among online students and thus aid in the acquisition of key competencies. Other types of cognitive development that are attributable to increased student agency include critical reflection, creative thinking, meaning making, problem‐solving and self‐regulation (Blair, ; Crick et al ., ; Rappa & Tang, ). Based on empirical data from observations, interviews and questionnaires, many studies have reported improvement in learning experience because of agentive actions from students, revealing benefits such as increased student confidence, interest, engagement and willingness to learn (Blair, ; Reeve & Tseng, ).…”

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: Discussionmentioning

confidence: 45%

Section: Student Agencymentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

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

show abstract

“…Collaborative inquiry, nowadays a major research strand in education, can help students to develop these future‐ready competences, such as inquiry, collaboration, knowledge creation, agency and metacognition. However, the development of these competences relies heavily on students' enactment of high‐level shared epistemic agency (Damşa, ; Oshima, Oshima, & Fujita, ; Rappa & Tang, ; Scardamalia & Bereiter, ; Zhang et al , ). This is problematic because many students exhibit little shared epistemic agency in collaborative inquiry.…”

Section: Introductionmentioning

confidence: 99%

Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building

Yang¹,

Chen²,

Yu³

et al. 2020

Brit J Educational Tech

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We examined the facilitation of shared epistemic agency through a knowledge‐building (KB) design that included analytics‐supported collective reflective assessment (AsCRA). Forty undergraduate students taking a Liberal Studies course at a university in central China used the promising ideas tool and the knowledge building discourse explorer to self‐analyze the online discourse they had created in Knowledge Forum® (KF), an online discourse environment; 34 students in a comparison section of the same course used KF but did not use the additional tools. Both classes were taught by the same teacher and studied the same inquiry topics. Multifaceted analysis of students' interaction in and the quality of discourse on KF, an educational online platform, indicated that analytics‐supported reflective assessment helped them to develop high‐level shared epistemic agency in the KB process. Qualitative analysis showed that AsCRA helped students to focus on high‐level goals (idea negotiation, synthesis of ideas and rise above thinking) in KB, and to engage in continuous assessment, reflection, and action planning to regulate and improve their discourse. The findings have important implications for the design of technology‐rich environments to support learners, and may help teachers identify the potential uses of such environments to encourage learners to engage in productive collaborative inquiry and develop metacognition and agency.

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Rising with the Tides of Change Through Community Based Literacies

Arya,

González,

Christman

et al. 2024

University-Community Partnerships for Transformative Education

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Community Based Literacies (CBL) connects faculty, undergraduates, and graduate students from the University of California, Santa Barbara, with school-age children from the central coast of California. This chapter presents an account of how our intergenerational university-community team pulled together during intersecting challenges of COVID, sociopolitical upheaval, and extreme environmental conditions to connect with and engage in meaningful experiences with our local community of youth and families. Our efforts involved major shifts from in-person to virtual explorations and collaborative projects (e.g., an anthology coauthored by youth) with an even greater emphasis on social activism and celebrating the experiential knowledge of youth that is often overlooked. Hence, this chapter offers readers a ‘spotlight tour’ of CBL programming during a tumultuous period. We share parallel tales of perseverance and transformation of three key CBL programs—LEAFY (Literacies for Environmental Awareness and Farming for Youth), Curie-osity Project, and CBL in the Schools (a partnership with Santa Barbara Unified School District) to show what possibilities abound when we give young students access to knowledge about key societal issues and a platform by which they can contribute to the transformations needed for a socially just and equitable society.

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Student Agency: an Analysis of Students’ Networked Relations Across the Informal and Formal Learning Domains

Cited by 12 publications

References 15 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

Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building

Rising with the Tides of Change Through Community Based Literacies

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