Learning Culture and Social Interaction最新文献_第2页

Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention 发展一岁视力障碍和附加残疾儿童与母亲之间的互惠关系：身体触觉早期干预的效果

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-28 DOI: 10.1016/j.lcsi.2024.100849

Sini Peltokorpi , Saara Salo , Paul Hart , Anne Nafstad , Anu Kajamies , Minna Laakso

{"title":"Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention","authors":"Sini Peltokorpi , Saara Salo , Paul Hart , Anne Nafstad , Anu Kajamies , Minna Laakso","doi":"10.1016/j.lcsi.2024.100849","DOIUrl":"10.1016/j.lcsi.2024.100849","url":null,"abstract":"<div><p>Reciprocal interactions between parents and their children with visual impairment (VI) and additional disabilities (AD) may be compromised due to the children's disabilities. Children with VIAD may not be able to access their parents' nonverbal expressions, such as gazes or facial gestures. Moreover, the children's expressions can be difficult for their parents to read. The bodily-tactile modality can be used in interactions to compensate for a child's lack of vision. This multiple-case study investigated the effects of a bodily-tactile early intervention on interactional reciprocity in three sighted mothers and their one-year-old children with VIAD. The data consisted of eight hours of video recordings from four baseline, eight intervention, and three follow-up sessions. Baseline and intervention recordings were made weekly. The follow-up recordings were made one week, five weeks, and nine weeks after the last intervention session. The video data were analyzed using the principles of multimodal conversation analysis. The sequential analysis showed that interactive reciprocity between the mothers and their children increased during the intervention. The mothers began to use more of the bodily-tactile modality in early social play routines. Moreover, they started to treat their children's movements as meaningful turns in interaction and to give more time and space for their children to take their turns. The results suggest that the bodily actions of children with VIAD can become resources for their participation through their mothers' actions.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100849"},"PeriodicalIF":2.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000576/pdfft?md5=5309cb014f1aff8c4f5553c1c5b5144e&pid=1-s2.0-S2210656124000576-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“The schools try, but…”: A holistic perspective on the social adaptation of Ukrainian refugee students in Czech schools "学校努力了，但是......"：从整体角度看捷克学校中乌克兰难民学生的社会适应问题

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-20 DOI: 10.1016/j.lcsi.2024.100854

Petr Hlado , Kateřina Lojdová , Jana Obrovská , Klára Šeďová , Tomáš Lintner , Martin Fico , Oksana Stupak

{"title":"“The schools try, but…”: A holistic perspective on the social adaptation of Ukrainian refugee students in Czech schools","authors":"Petr Hlado , Kateřina Lojdová , Jana Obrovská , Klára Šeďová , Tomáš Lintner , Martin Fico , Oksana Stupak","doi":"10.1016/j.lcsi.2024.100854","DOIUrl":"10.1016/j.lcsi.2024.100854","url":null,"abstract":"<div><p>After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest influx of Ukrainian refugee students through the 2022/2023 academic year. The analysis included 58 interviews that were analyzed using grounded theory techniques. Following Berry's model of acculturation, the findings revealed tension between integration and separation among Ukrainian refugee students. Their social adaptation process was shaped by perceptions of the importance of ethnicity, the methods of acquiring the host country language and to what levels, and the approaches to interactions with Czech classmates. These elements combined to form three types of social adaptation: openness to friendship, utilitarian friendships, and (self-)isolation. Additionally, three teacher approaches (intervening, doubtful, and inattentive non-intervening) and their potential consequences for social adaptation were identified. Practical implications are discussed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100854"},"PeriodicalIF":2.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400062X/pdfft?md5=61a463a2a622a98ec4de9a995f187fad&pid=1-s2.0-S221065612400062X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142013013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach 利用 "概念游戏世界 "方法，为学龄前儿童 STEM 学习创造条件的家长教学定位

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-20 DOI: 10.1016/j.lcsi.2024.100853

Sonya Nedovic, Marilyn Fleer, Prabhat Rai

{"title":"Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach","authors":"Sonya Nedovic, Marilyn Fleer, Prabhat Rai","doi":"10.1016/j.lcsi.2024.100853","DOIUrl":"10.1016/j.lcsi.2024.100853","url":null,"abstract":"<div><p>STEM education has become a national priority, critical to the future of the workforce and the building of competitive economies across the globe. The literature suggests that early engagement with basic STEM concepts supports mastery of STEM subjects in later school years and in the professions. This has generated a need to better understand the ways children learn STEM concepts in family settings where it is understood that much of children's conceptual development takes place. This paper seeks to examine how parents can pedagogically position themselves to create motivating conditions for STEM learning. Various cultural-historical researchers have theorised that imagination is useful in the development of children's thinking. This paper reports on how an evidence informed model for STEM learning, which uses collective imagination to support conceptual development, when introduced as an intervention into family practice, provided opportunities for a parent to begin positioning themselves with pedagogical impact. Participating families engaged in six Conceptual PlayWorld sessions via zoom with children aged 4 years and 6 months. Through analysis of playful family interactions, the findings show four pedagogical positions or ‘interactional themes’ initiated by the parent (‘above’/’primordial we’, ‘equal’, ‘independent’ and ‘below’) each of which created different possibilities for collective imagination and conceptual thinking.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100853"},"PeriodicalIF":2.0,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000618/pdfft?md5=a8c8252b232e5c081152f139a3a9cb40&pid=1-s2.0-S2210656124000618-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142013014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination 婴幼儿在想象的游戏情境中：支持想象力发展的起源和条件

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-15 DOI: 10.1016/j.lcsi.2024.100851

Marilyn Fleer

{"title":"Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination","authors":"Marilyn Fleer","doi":"10.1016/j.lcsi.2024.100851","DOIUrl":"10.1016/j.lcsi.2024.100851","url":null,"abstract":"<div><p>In line with contemporary views that problematise a stage-based approach to play, the study reported in this paper investigated the early forms of imaginary play of infants and toddlers. Results from two cohorts are presented in support of the genesis (11 infants; 1.1–2.0y; mean 1.6) and development of imagination as a psychological function (19 toddlers; 2.5–3.3ys; mean 2.9). Under the same conditions of an intervention of a Conceptual PlayWorld, the results show infants in imaginary situations gesturing imaginative intent, and the under three-year-olds engaged in more developed forms of imaginative play actions. Invited into imaginary play scenarios by educators, a dramatic tension between the infants' reality and their <em>playing of reality</em> was resolved through imitation, while the toddlers resolved emotional tensions in the drama of the imaginary play through emotional imagining (images). We concluded that there was a unique relationship between image formation, emotional imagining and the development of the psychological function of imagination. We argue that when imaginary play is made available to infants and toddlers that early forms of imagining are evident and suggest educators have a key role in creating conditions to support the development of imagination in group settings.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100851"},"PeriodicalIF":2.0,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400059X/pdfft?md5=086601bef158a8aacf67b7e607c7ccfd&pid=1-s2.0-S221065612400059X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141991397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Studying children's motives in mathematical problem-solving during transition from kindergarten to school: A Conceptual PlayWorld approach 研究从幼儿园到学校过渡期间儿童解决数学问题的动机：概念游戏世界方法

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-08-12 DOI: 10.1016/j.lcsi.2024.100850

Hong Chen, Leigh Disney, Liang Li

{"title":"Studying children's motives in mathematical problem-solving during transition from kindergarten to school: A Conceptual PlayWorld approach","authors":"Hong Chen, Leigh Disney, Liang Li","doi":"10.1016/j.lcsi.2024.100850","DOIUrl":"10.1016/j.lcsi.2024.100850","url":null,"abstract":"<div><p>Developing children's mathematical problem-solving is important to promote children's deep understanding of mathematical concepts and future academic success. Acknowledging that play-based approaches can support mathematical learning, limited research explores how imaginative play creates conditions for children's mathematical problem-solving in the kindergarten period during the transition to school. To support children's mathematical problem-solving in this period, this study drew upon the cultural-historical concept of play and motives and adapted Li and Disney's (2021) Conceptual PlayWorld in mathematics (CPW) by conducting an educational experiment. This research investigated how <em>CPW</em> created motivating conditions in supporting children's learning motive in mathematical problem-solving in the kindergarten period during the transition to school. Video observations of teacher-child interactions during the CPW on the mathematical concepts of informal measurement of area and partial units were analysed. This study followed the focus child William's intentions and motives, revealing that CPW created motivating conditions for a dialectical transformation between play motives and mathematical learning motives. We argued that the collective and emotionally charged CPW encouraged children's continuous exploration of the dramatised mathematics problem, thus developing mathematical learning motives. The development of mathematical learning motive also contributed to play motive to engage with the play narrative. This study enriched the empirical evidence of the <em>CPW</em> approach, supporting kindergarten children's mathematical problem-solving in the kindergarten period during the transition to school.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"48 ","pages":"Article 100850"},"PeriodicalIF":2.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656124000588/pdfft?md5=53df8f8fb049c6e10b5f19508e4e7a0a&pid=1-s2.0-S2210656124000588-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141954173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms 他们可以玩，但是.....：调查教师在幼儿课堂上使用排斥性纪律措施作为对黑人男孩游戏的反黑人歧视性限制的情况

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-15 DOI: 10.1016/j.lcsi.2024.100840

Nathaniel Bryan , Michelle DeJohnette , Prince Johnson

{"title":"They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms","authors":"Nathaniel Bryan , Michelle DeJohnette , Prince Johnson","doi":"10.1016/j.lcsi.2024.100840","DOIUrl":"10.1016/j.lcsi.2024.100840","url":null,"abstract":"<div><p>Childhood play is foundational to early childhood education, yet teachers criminalize Black boyhood play in and beyond early childhood classrooms. It is noted in the extant research literature that early childhood teachers' stereotypes and biases of Black boys inform how they view their play styles and behaviors. These stereotypes and biases often lead to exclusionary discipline practices, namely Black boys' removal from play opportunities in early childhood classrooms. Given that childhood play is beneficial to young children's academic and social development, teachers' use of exclusionary discipline practices during play can exacerbate opportunity gaps between Black boys and their White counterparts. It can disrupt Black boys' opportunities for play and recreation in early childhood classrooms. However, scholars have understudied teachers' use of exclusionary discipline practices during Black boyhood play. Drawing on Black Critical Theory, anti-Black spatial imaginary, Black Male Studies, and employing a multi-case study design, we aim to explore teachers' use of disciplinary practices during Black boyhood play. The following research question guides this study: What exclusionary discipline practices do early childhood teachers use to restrict Black boyhood play? Findings suggest that teachers use what we term the three antiblack misandric restrictions of boyhood play, which include (a) restriction of time, (b) restriction of space, and (c) restriction of interactions.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100840"},"PeriodicalIF":2.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens 存在、缺失和空间关系：从社会物质视角看基于物理-虚拟实地学习的互动民族志

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-08 DOI: 10.1016/j.lcsi.2024.100834

Sergio C.T. Lo , Susan M. Bridges , Monaliza M. Chian , Valerie W.Y. Yip , Jessica S.C. Leung , Gary K.W. Wong , Christelle Not , Gray A. Williams , Kennedy K.H. Chan , Bayden D. Russell , A. Lin Goodwin

{"title":"Presence, absence, and spatial relations: An Interactional Ethnography of physical-virtual field-based learning through a sociomaterial lens","authors":"Sergio C.T. Lo , Susan M. Bridges , Monaliza M. Chian , Valerie W.Y. Yip , Jessica S.C. Leung , Gary K.W. Wong , Christelle Not , Gray A. Williams , Kennedy K.H. Chan , Bayden D. Russell , A. Lin Goodwin","doi":"10.1016/j.lcsi.2024.100834","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100834","url":null,"abstract":"<div><p>Field-based learning has been central to ecology education in supporting scientific inquiry and connecting learners with nature. However, pandemic-era campus closures have renewed debates regarding the role of virtual and immersive experiences. This Interactional Ethnography (IE) of a university-secondary school initiative in Hong Kong employs a sociomaterial lens to trace field-based learning interactions within and across physical and virtual spaces. Metaphors from social topology guided analysis of an ethnographic archive of classroom and field-based video records, learning artifacts, and interviews. Our analysis surfaces how and in what ways organisms act as agents in providing an essential anchor and recurring motif within and across interactions, contexts and settings in the enacted field-based design. While their ‘absence’ in the classroom and virtual environment constructs a sense of authenticity through the flickering metaphor of fire space, the material and semiotic resources in the field enable fluidity, opening possibilities for multiple, often serendipitous forms of relations, presences and dialogues that support diverse forms of knowledge and learning. By positioning field-based learning as varying sociomaterial assemblages centering on natural materials, we reconsider physical-virtual binaries and propose their designs as entangled human and non-human spatial relations that recognize and elevate the agency of natural materials.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100834"},"PeriodicalIF":2.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of instructor support levels on collaborative knowledge construction 教师支持水平对协作式知识构建的影响

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-05 DOI: 10.1016/j.lcsi.2024.100841

Fan Ouyang, Weiqi Xu, Linjia Liu, Runqing Cai, Jiaxin Liu

{"title":"The influence of instructor support levels on collaborative knowledge construction","authors":"Fan Ouyang, Weiqi Xu, Linjia Liu, Runqing Cai, Jiaxin Liu","doi":"10.1016/j.lcsi.2024.100841","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100841","url":null,"abstract":"<div><p>Collaborative knowledge construction (CKC) requires students to work together in groups to solve shared problems and instructors need to provide supports for student groups. Since previous research shows the complicated and varied effects of different instructional factors on student groups' CKC, it is necessary to examine the effects of different instructor support levels (i.e., the depth of instructor scaffolding) on collaboration. This research collected process-oriented verbal communication data from an instructor and three student groups in the authentic, face-to-face discussion contexts and used multiple learning analytics methods to examine the effects of three instructor support levels (i.e., high, medium, and low) on student groups' CKC processes. Results revealed different CKC characteristics under three instructor support levels, namely the individual-oriented perspective sharing under the high-level instructor support, questioning-oriented perspective processing under the medium-level instructor support, and the group-oriented perspective elaboration under the low-level instructor support. Based on the results, pedagogical implications were proposed to guide future instructional design and practice of CKC in higher education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100841"},"PeriodicalIF":2.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development "我们吃植物的哪些部分，这是STEM吗？"- 中国幼儿园教师 STEM 专业发展研究

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-04 DOI: 10.1016/j.lcsi.2024.100842

Yuejiu Wang , Liang Li , Marilyn Fleer , Yuwen Ma

{"title":"“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development","authors":"Yuejiu Wang , Liang Li , Marilyn Fleer , Yuwen Ma","doi":"10.1016/j.lcsi.2024.100842","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100842","url":null,"abstract":"<div><p>The emerging value of STEM in society puts demands on Chinese kindergarten teachers to involve STEM teaching in play-based settings. As reported in the literature, societal expectations regarding kindergarten STEM education pose challenges for teachers, who often do not feel adequately prepared in STEM knowledge. This lack of preparation may indicate a lack of confidence and competence in STEM teaching among teachers. To study Chinese kindergarten teachers' confidence and competence in STEM teaching, we conducted an educational experiment where researchers and teachers collaborated on this problem. Our study identified that teachers experienced two micro-crises in STEM teaching. The first was “what to teach” and the second was “how to teach”. The findings highlighted that the primary challenges faced by the focused teachers were because a lack of STEM teaching experience, rather than lack of STEM knowledge as argued in the literature. The educational experiment created a social situation that supports teachers' STEM teaching experience in play. Through the educational experiment, STEM teaching becomes personally meaningful for teachers, which contributes to promoting their confidence and competence in STEM education.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100842"},"PeriodicalIF":2.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework 驾驭情境与冲突--从赫德加德框架的视角研究无缝移动学习

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-07-01 DOI: 10.1016/j.lcsi.2024.100837

Imogen Casebourne

{"title":"Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework","authors":"Imogen Casebourne","doi":"10.1016/j.lcsi.2024.100837","DOIUrl":"https://doi.org/10.1016/j.lcsi.2024.100837","url":null,"abstract":"<div><p>This article describes the use of Hedegaard's framework to analyse the seamless mobile learning practices of working adults in the UK by focusing on affordances and demands experienced in <em>activity settings</em> embedded within <em>institutions</em>. An exploration of publicly accessible blogs, reports, and anonymised usage data from e-learning accessed via mobile devices was used to formulate an understanding of institutional practices and values. Following this, a survey involving 50 participants was conducted, complemented by semi-structured interviews with 24 learners and additional institutional stakeholders. These various sources of data were examined holistically, to understand the ways in which conflicts and contradictions at varying levels and between the different institutions traversed by individuals, shaped their learning practices. The findings indicated that seamless mobile learning may be influenced by a variety of conflicts and contradictions, (including between individuals and institutions, between distinct institutions and within institutions), as well by the immediate physical and social affordances of learning settings. They also pointed to a distinction between conflicts related to what was learned and those related to how learning occurred. Hedegaard's framework provided a valuable lens for investigating the complexities of work-related learning taking place across multiple settings and her concepts of <em>setting</em> and <em>institution</em> are useful conceptual tools for future research into the self-directed seamless mobile learning of adults. The adoption of the framework facilitated the development of novel frameworks for the design of seamless mobile learning.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"47 ","pages":"Article 100837"},"PeriodicalIF":2.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221065612400045X/pdfft?md5=98370f8a1f48df6b4019b5bc78801f45&pid=1-s2.0-S221065612400045X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141481137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0