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What is Student Agency

Chapter 9
Building and Maintaining Adult Learning Advantage
Agency is shaped through considerations of past habits of mind and action, present judgments of alternatives for action and projections of the future and efforts to develop agency are relational and social, and situated in structural, cultural and socio-economic-political contexts of action.
Published in Chapter:
Creating an Andragogy for Adult Learning Advantage
Michael D. Hamlin (Touro University Worldwide, Israel)
Copyright: © 2020 |Pages: 23
DOI: 10.4018/978-1-7998-4516-4.ch009
Abstract
The goal of this chapter is to provide a framework for creating learning activities for adult learners that rest on a firm theoretical foundation and are based on a definition that highlights the actual learner characteristics involved in successful adult student performance. To achieve this goal, it is important to establish a definition of adult learning that can be used to guide the selection of the important instructional elements that must be addressed in the design of learning activities that provide adult learning advantage. This chapter will provide a framework for the design of an adult andragogy that incorporates teaching and learning principles derived from theory and research in the learning sciences.
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Chapter 7
Chinese Graduate Students at a Canadian University: Their Academic Challenges and Coping Strategies
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Chapter 5
Enhancing Student Agency as a Driver of Inclusion in Online Curriculum, Pedagogy, and Learning Content
The latent ability of a student to make choices regarding their learning in terms of what is learnt, how it is learnt and how the learning is assessed.
Published in Chapter: Enhancing Student Agency as a Driver of Inclusion in Online Curriculum, Pedagogy, and Learning Content; From: Evolving Multicultural Education for Global Classrooms
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Chapter 4
Developing a Positive Culture in the Online Classroom
The student has opportunity for shaping his/her own learning and is comfortable communicating and expressing himself/herself creatively to reflect on the learning process.
Published in Chapter: Developing a Positive Culture in the Online Classroom; From: Pedagogy, Presence, and Motivation in Online Education
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Chapter 8
New Investigator Fidelity: Fostering Doctoral Practitioner Researcher Positionality
A belief in one’s ability to take the initiative necessary to assume an active role in one’s own learning setting, content, process, and engagement.
Published in Chapter: New Investigator Fidelity: Fostering Doctoral Practitioner Researcher Positionality; From: Practice-Based and Practice-Led Research for Dissertation Development
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Chapter 2
Leveraging Technologies to Promote Clarity in Learning During the COVID-19 Pandemic: A Case Study
Students develop a greater sense of ownership and responsibility to and for their own learning.
Published in Chapter: Leveraging Technologies to Promote Clarity in Learning During the COVID-19 Pandemic: A Case Study; From: Cases on Innovative and Successful Uses of Digital Resources for Online Learning
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Chapter 2
Global Students, Citizens, and Understanding the Impact of the COVID-19 Crisis
The way students relate and interpret to their world, particularly how empowered students feel regarding their identity, control over situations, and ability to create the perception of themselves as well as the world around them.
Published in Chapter: Global Students, Citizens, and Understanding the Impact of the COVID-19 Crisis; From: Rhetoric and Sociolinguistics in Times of Global Crisis
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Chapter 10
Dissertation Research Supervisor Agency for U.S. Online Doctoral Research Supervision
A belief in one’s ability to take the initiative necessary to assume an active role in one’s own learning setting, content, process, and engagement.
Published in Chapter: Dissertation Research Supervisor Agency for U.S. Online Doctoral Research Supervision; From: Handbook of Research on Faculty Development for Digital Teaching and Learning
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Chapter 18
Reconsidering Teacher Presence and Community Building in an Online ESOL College Composition Course During the COVID-19 Pandemic
The ability of students to assert their willingness to engage in activities or tasks according to motivation rather than obligation.
Published in Chapter: Reconsidering Teacher Presence and Community Building in an Online ESOL College Composition Course During the COVID-19 Pandemic; From: Handbook of Research on Effective Online Language Teaching in a Disruptive Environment
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Chapter 5
Learning While Teaching: Harnessing the Potential of Peer-to-Peer Learning to Enhance Language Learning
Student agency refers to students’ active and responsive involvement in both learning and assessment practices, as opposed to more traditional, lecture driven approaches. The concept implies that students are engaged in a process of looking for (rather than just receiving) feedback from different sources and at different times, crosscutting it with their own experience and context, and using it to make informed and independent choices regarding their learning.
Published in Chapter: Learning While Teaching: Harnessing the Potential of Peer-to-Peer Learning to Enhance Language Learning; From: Fostering Pedagogy Through Micro and Adaptive Learning in Higher Education: Trends, Tools, and Applications
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Chapter 5
Implementing a Personalized Learning Initiative
Self-regulated learning in which students advocate for themselves.
Published in Chapter: Implementing a Personalized Learning Initiative; From: Evaluation of Principles and Best Practices in Personalized Learning
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Chapter 9
Doctoral Practitioner Researcher Agency and the Practice-Based Research Agenda
A doctoral student’s agency is the belief in one’s ability to take the initiative necessary to assume an active role in one’s own learning setting, content, process, and engagement.
Published in Chapter: Doctoral Practitioner Researcher Agency and the Practice-Based Research Agenda; From: Practice-Based and Practice-Led Research for Dissertation Development
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Chapter 8
A Design Framework for Guiding Integration of Instruction and Assessment
Agency is shaped through considerations of past habits of mind and action, present judgments of alternatives for action and projections of the future and efforts to develop agency are relational and social, and situated in structural, cultural, and socio-economic-political contexts of action.
Published in Chapter: A Design Framework for Guiding Integration of Instruction and Assessment; From: Optimizing Higher Education Learning Through Activities and Assessments
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Chapter 12
Leading P-12 Transformative Initiatives in Personalized Learning: Empowering Teachers and Students to Assert Agency in Their Own Development
The level of control, autonomy, and power that a student experiences in an educational situation.
Published in Chapter: Leading P-12 Transformative Initiatives in Personalized Learning: Empowering Teachers and Students to Assert Agency in Their Own Development; From: Strategic Leadership in PK-12 Settings
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