Students’ accounts of their participation in an intensive long-term learning community

Abstract

Helsinki, FinlandStudents' accounts of participation 2 Students' accounts of their participation in an intensive long-term learning community AbstractCollaborative learning environments have been analysed extensively, yet we know relatively little about how students experience their participation in long-term learning communities where learners work together over extended periods of time. This study aims to understand preservice teacher-students' experiences and accounts of their participation in a university-based long-term learning community. The study investigates issues of change and stability, with respect to the students' perceptions of participation over the first two years of their work within the learning community. The study also addresses the relations between the students' accounts of participation and their learning experiences in terms of 'teachership'. A teacher-trainee group of nine students, who had studied for three years within a Masters level teacher education programme which had adopted an intensive community-based approach, individually appraised their participation and learning within the programme. Using empirical data derived from the learners' own evaluations of their learning experiences, the study draws on the accounts given by students concerning their orientations to and positions within the learning community. Videotaped recordings of some of the student's seminars were used as resources to support the giving of appraisals using questionnaires which containing bothclosed-and open-ended questions. Results showed that the students' qualitative accounts of their participation revealed great differences in their orientations to group activities.Considerable differences in orientations could be found with respect to: students' relation to power; to socio-emotional involvement; to the degree of participation; to the subject-matter and to theoretical interests. These were related to the quantitatively evaluated level of participation. Based on the analysis of students' perceived trajectories of participation over two years, three qualitatively different trajectories could be identified: highly involved Students' accounts of participation 3 participation, increased participation and decreased or marginal participation. A comparison of the perceived learning experiences arising from these different kinds of participation revealed considerable diversity in the students' major learning objectives and in the social and affective aspects of their learning. The most impressive and comprehensive learning took place among those reporting increased participation. For those reporting highly-involved participation, the group functioned first and foremost as a source of motivation. However, those group-members who reported decreased and marginal participation found the learning experience to be emotionally and affectively very negative. The results suggest that if students cannot have an active participatory role in the community, they are in danger of being marginalized and this in turn has consequen...

Assessing agency of university students: validation of the AUS Scale

“…Higher education practices that support collaborative construction of content knowledge do not automatically produce a strong sense of agency unless they allow opportunities to make choices, to influence as well as foster structures for equal participation (Eteläpelto et al 2005;Lipponen and Kumpulainen 2011). In line with the dominant views presented in the literature, we see that by its nature agency is dynamic, contextually situated and relationally constructed.…”

“…Despite the perceived importance of agency in various stages of life span, studies on agency in the higher education context are rare, and they mostly employ a qualitative approach and target very small groups of university students, typically in teacher education (e.g. Lipponen and Kumpulainen 2011;Eteläpelto et al 2005). Little is known about the experiences and resources of agency among university students across different disciplines and the extent to which faculties recognise and pay attention to their students' agency experiences during courses.…”

“…In line with the dominant views presented in the literature, we see that by its nature agency is dynamic, contextually situated and relationally constructed. Practicing agency is critically supported by reciprocal and dialogic relations between the teacher and students (Greeno 2006;Lipponen and Kumpulainen 2011), learners' mutual power relations (Eteläpelto et al 2005), and their capacity to work together (Edwards 2005).…”

Factors promoting vocational students’ learning at work: study on student experiences

“…Billett 2001;Edwards 2007;Edwards and Mackenzie 2005;Fuller and Unwin 2004). In addition to ensuring active participation, learning environments in workplaces should be safe, and should make students' professional development possible: the student has to know that guidance is available when required (see also Eteläpelto et al 2005). Guidance discussion between the student and the workplace trainer should be focused especially on matters which are related to students' professional development and assessment.…”

Constraints and Challenges on Learning and Construction of Identities at Work

“…Thus we conclude that the most necessary conditions for workers' and students' learning are related to the feeling of "weness" that arises from individuals' active participation in the social community. This implies that the lack of active membership acts as a serious constraint not only on social togetherness but also on learning at work (see also Eteläpelto et al 2005;Eteläpelto and Saarinen 2006).…”