Nadira Saab

In deze discussiebijdrage bespreken we hoe de artikelen in dit themanummer agency positioneren als een relationeel en contextueel fenomeen. Vervolgens onderscheiden we op basis van een vergelijking van drie terugkerende dynamieken hoe agency in de bijdragen wordt geconceptualiseerd en onderzocht: (1) agency als handelen binnen bestaande kaders versus agency als het transformeren van die kaders, (2) agency als individuele capaciteit versus agency als collectieve praktijk, en (3) agency in relatie tot ongelijkheid in kansen en voorwaarden. Ten slotte bespreken we welke implicaties deze inzichten hebben voor de onderwijspraktijk en voor toekomstig onderzoek naar leerling-, student- en docentagency.

Research on mobile-assisted language learning has mainly focused on teacher-initiated learning, instead of student-initiated learning outside of class. In self-directed language learning with mobile technology, students’ satisfaction with and persistence in learning are conditionafor making self-directed learning effective. This study examined how university learners’ persistence and satisfaction towards self-directed language learning using mobile technology are predicted by mobile readiness, teacher support, and engagement. Survey data from 446 language learners in different disciplines attending Chinese universities were analyzed using structural equation modeling. Learners’ satisfaction was found to be significantly and positively related to their mobile readiness and persistence to both mobile readiness and engagement. Additionally, learners’ mobile readiness was found to make a strongly significant contribution to engagement in self-directed learning using mobile technology. And teacher support was significantly and positively linked to learners’ mobile readiness yet negatively to learners’ engagement. However, the findings showed an indirect and positive impact on learners’ engagement with a mediating role for mobile readiness. Considering the importance of learners’ mobile readiness and the critical impact of teacher support in our context, further research should explore learners’ characteristics and teacher support in mobile self-directed learning settings.

Project-based learning is a student-centered problem-driven approach that can motivate students in higher education to learn and collaborate, and strengthen their learning outcomes. This study examined how students’ motivation and collaborative learning were related to their self-reported outcomes of online collaborative project-based learning. An 8-week online project-based mental health course at a Chinese university was implemented. In addition to lectures and workshops during the course, students collaboratively created a final product (i.e., a film analysis report) with group members using WeChat as the communication tool. Survey data were collected from 81 students from 25 groups. Results from a partial least squares analysis showed that students’ motivation was positively related to students’ perceived outcomes. With respect to students’ collaborative learning, four strategies were distinguished. The more students considered others’ opinions and challenged others, the more positively they evaluated the outcomes of their collaboration. For the other two strategies, no significant relationships with perceived outcomes were found. Practical implications for teachers and suggestions for further research are provided.

Learning analytics can provide students with actionable feedback information to enhance their feedback processes. Although online feedback processes in response to actionable feedback information in advisory dashboards have been studied before, no studies have investigated students’ offline activities, such as reviewing written notes, while these offline activities are important ways in which students process feedback. In the current study, 393 students enrolled in a second-year law course took a prior knowledge test and received personalized actionable feedback information, shown on an advisory dashboard. The dashboard suggested which knowledge clips and quizzes could be used to remediate their prior knowledge. Using digital trace, questionnaire and interview data, we investigated the relationship between students’ test results and online and offline feedback activities in response to the actionable feedback information. Analyses showed no significant relationship between test results and feedback activities. However, students who took the test engaged more often in feedback activities than those who did not, suggesting the test and feedback information primarily had a signalling function. Furthermore, more students used offline feedback activities than online feedback activities to remediate their prior knowledge. Including offline learning data in addition to online learning data may thus provide a more comprehensive picture of feedback processes.

The study employed a researcher-designed digital tool tailored to enhance student engagement with their writing performance. Through this digital tool, the researchers delved into the relationships between learner traits, including mindset, feedback orientation, and self-regulated learning repertoire, and their impact on improved engagement and student writing outcomes. The data for this study is derived from 40 students and encompasses their performance in student engagement enhancement tool, their mindset, feedback orientation, and self-regulated learning repertoires, as well as writing scores. Student engagement in writing tasks underwent analysis through open coding and axial coding of Feedback Related Episodes (FREs) extracted from booklets and Google Docs logs. Additionally, students’ mindset status, feedback orientation, and self-regulated learning repertoires were evaluated using relevant questionnaires. Writing performances were assessed using a holistic approach. Correlation and regression analyses were conducted to explore the relationship between learner factors, student engagement and writing performance. Results show significant positive correlations between writing performance and behavioral, emotional, and cognitive engagement, growth mindset, self-regulation, and feedback seeking. However, fixed mindset and feedback avoiding had non-significant correlations with writing performance. Regression analysis revealed emotional engagement as the most significant predictor of writing test performance, followed by growth mindset and cognitive engagement. These findings highlight the importance of student agentive engagement in enhancing writing skills and provide valuable insights into related factors.

Adaptive learning technologies (ALTs) provide teachers with student data in teacher dashboards (TDs). However, there is substantial variation in dashboard use among teachers, and many find it difficult to draw conclusions based on student data. Teachers’ skills, knowledge, and contextual conditions are believed to be essential in effective dashboard use. In this study, 26 primary school teachers using dashboards daily were interviewed about their perspectives on the skills, knowledge, and contextual conditions needed to facilitate dashboard use. Results indicated that teachers require a combination of skills, knowledge, and contextual conditions to make well-informed decisions while using a dashboard, emphasizing data literacy skills and pedagogical knowledge. In addition, teachers addressed other competencies, such as skills and knowledge related to the ALT curriculum and general computer proficiency. Also, contextual conditions at the school and technology level were found to be necessary. Based on these results, we propose various factors to explain teacher dashboard use.