Youth and Contemporary Learning

Frånberg, Gun-Marie; Dunkels, Elza; Hällgren, Camilla

doi:10.4018/978-1-60960-206-2.ch001

Cited by 1 publication

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“…This internet preference supports individual choice, personal freedom, self-expression and self-actualisation (Inglehart & Oyserman, 2004). Proponents of connectivism (Siemens, 2005) argue that internet activities are important sources for acquiring the relevant knowledge, skills and attitudes for functioning intelligently in the 21 st century (Frånberg, Dunkels, & Hällgren, 2011). These activities are nodes in youths' networked learning ecologies, in which school is only one of a multitude of meaningful learning arenas.…”

Section: Theory On Learners' Online Culture In Terms Of Free Choice Amentioning

confidence: 99%

Comparing antecedents for Norwegian, Swedish, and Finnish youths’ agentic beliefs in informal online learning

Elstad

Arnesen

Christophersen³

2018

NJCIE

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Technology has become an ever-present factor in virtually every contemporary situation, and digital media has gained a significant role in the lives of young people. This article explores and compares the antecedents for agentic beliefs in informal online learning amongst young people in Norway, Sweden and Finland. The promotion of such agentic beliefs in informal online learning is an important task for school systems that seek to prepare young people for responsible citizenship, capable of directing their own lives and supporting others. A sample of 3045 urban Finnish, Swedish and Norwegian students in general study programs (15-17-year-olds) participated in a cross-sectional questionnaire. Structural equation modelling was used for analysis. We discovered that the patterns in some of these relations were astonishingly similar in Sweden, Norway, and Finland. In each of these countries, online culture, defined in terms of free choice and selfactualisation by using internet, is positively associated with agentic beliefs and with time online. A duality in school and internet orientation demonstrates that the educational systems in these three countries face challenges to build bridges between the attitudes of youth and the emphasis on knowledge found in traditional educational subjects. Furthermore, the agentic beliefs of youngsters in these three countries differ depending on the degree to which youths value education.

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Section: Theory On Learners' Online Culture In Terms Of Free Choice Amentioning

confidence: 99%