Bridging Learning Experiences In and Out of School: Students’ Views
Keywords:
Abstract
This article presents an exploratory study examining the importance that students attribute to pedagogical strategies focused on bridging learning in-and-out of school. The aim is twofold: to analyse students’ views of such strategies in different types of school (personalised learning -PL- and mirror schools), and to investigate whether different perceptions appear among three selected PL schools according to their degree of implementation of such strategies. We have administered the EPAE-A questionnaire to a sample of 3001 students (1481 from 5 PL schools, and 1520 from 5 mirror schools) to determine the value to these type of strategies for learning. The results indicate broad student agreement on the importance of connected learning strategies for learning and engagement in both groups. Moreover, our analysis reveals a certain relationship between the amount of pedagogical strategies aimed at promoting connections between in and out of school learning in the three selected cases and the perceived frequency reported in the questionnaire. In conclusion, our study highlights different elements to help teachers implement connected learning strategies in classrooms.
Downloads
References
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 494, 193-224. https://doi.org/10.1159/000094368
Google Scholar CrossrefBerman, N. (2020). A critical examination of informal learning spaces. Higher Education Research & Development, 39(1), 127-140. https://doi.org/10.1080/07294360.2019.1670147
Google Scholar CrossrefBray, B., & McClaskey, K. (2015). Making learning personal. Corwin.
Google Scholar CrossrefBronkhorst, L. H., & Akkerman, S. F. (2016). At the boundary of school: Continuity and discontinuity in learning across contexts. Educational Research Review, 19, 18-35. https://doi.org/10.1016/j.edurev.2016.04.001
Google Scholar CrossrefCatalan Educational System Evaluation Council (2020). Analysis of the context from students of 4th course of Secondary Compulsory Education. Academic year 2018-2019. [Anàlisi del context de l’alumnat de quart d’ES0. Curs 2018-2019]. Generalitat de Catalunya. https://repositori.educacio.gencat.cat/bitstream/handle/20.500.12694/265/analisi_del_context_de_l_alumnat_de_quart_d_eso_curs_2018_2019_2020?sequence=1&isAllowed=y
Google Scholar CrossrefChisari, L. B., Bakker, A., & Akkerman, S. F. (2023). Seeing and seeking relevance in the challenges of a STEM school–university partnership. International Journal of Science Education, Part B, 13(2), 99-115.https://doi.org/10.1080/21548455.2022.2123723
Google Scholar CrossrefColl, C. (2018). Learning processes that generate learning with personal value and strategies for personalizing school learning. [Procesos de aprendizaje generadores de sentido y estrategias de personalización.] In C. Coll (Coord.), Personalización del aprendizaje (pp. 14-18). Graó. http://psyed.edu.es/archivos/grintie/Coll_2018_LearningProcessesThatGenerateMeaning.pdf
Google Scholar CrossrefColl, C., & Falsafi, L. (2010). Learner identity. An educational and analytical tool. Revista de Educación, 353, 211-23. http://hdl.handle.net/11162/79901
Google Scholar CrossrefColl, C., Fauré, J., & Arriazu, R. (2022). Primary and secondary students’ views of learning personalisation: construction and validation of a scale. Revista de Educación, 395, 265-290. https://doi.org/10.4438/1988-592X-RE-2022-395-514
Google Scholar CrossrefDeMink-Carthew, J., & Olofson, M. W. (2020). Hands-joined learning as a framework for personalizing project-based learning in a middle grades’ classroom: An exploratory study. RMLE Online, 432, 1-17. https://doi.org/10.1080/19404476.2019.1709776
Google Scholar CrossrefEngel, A., & Membrive, A. (2018). Contextos de actividad, experiencias de aprendizaje y trayectorias personales. La articulación de los aprendizajes escolares y no escolares [Activity contexts, learning experiences and personal trajectories. The articulation of school and non-school learning]. Dossier Graó, 3, 19-22.
Google Scholar CrossrefEsteban-Guitart, M. (2016). Funds of identity: Connecting meaningful learning experiences in and out of school. Cambridge University Press.
Google Scholar CrossrefGallup. (2016). Gallup® student poll: A snapshot of results and findings. https://cutt.ly/Fhis9SY
Google Scholar CrossrefGilje, Ø., & Erstad, O. (2017). Authenticity, agency and enterprise education studying learning in and out of school. International Journal of Educational Research, 84, 58-67. https://doi.org/10.1016/j.ijer.2016.05.012
Google Scholar CrossrefHogg, L., & Volman, M. (2020). A synthesis of funds of identity research: Purposes, tools, pedagogical approaches, and outcomes. Review of Educational Research, 906, 862-895. https://doi.org/10.3102/0034654320964205
Google Scholar CrossrefIto, M., Arum, R., Conley, D., Gutiérrez, K., Kirshner, B., Livingstone, S. (2020). The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship. Connected Learning Alliance https://clalliance.org/publications
Google Scholar CrossrefLeander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329-394. https://doi.org/10.3102/0091732X09358129
Google Scholar CrossrefLemke, J. (2002). Becoming the Village: Education across Lives. In G. Wells & G. Claxton (Ed.) Learning for Life in the 21st Century: Sociocultural Perspectives on The Future of Education (pp. 34-45). Blackwell.
Google Scholar CrossrefLooi, C-K., Wong, L-H., Glahn, C., & Cai, S. Eds. (2019). Seamless Learning. Perspectives, Challenges and Opportunities. Springer.
Google Scholar CrossrefMembrive, A., Silva, N., Rochera, M.J., & Merino, I. (2022). Advancing the conceptualization of learning trajectories: A review of learning across contexts. Learning, Culture and Social Interaction, 37, 100658. https://doi.org/10.1016/j.lcsi.2022.100658
Google Scholar CrossrefMoll, L. C., Soto‐Santiago, S. L., & Schwartz, L. (2013). Funds of knowledge in changing communities. In K. Hall, T. Kremin, B. Comber, & L. Moll, International handbook of research on children's literacy, learning, and culture (pp. 172-183). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118323342.ch13
Google Scholar CrossrefNocon, H. (2020). The Fifth Dimension play and learning environment: prototype to practice. Mind, Culture, and Activity, 27(2), 122-131. https://doi.org/10.1080/10749039.2020.1716257
Google Scholar CrossrefOller, J., Engel, A., & Rochera, J.M. (2021). Personalizing learning through connecting students ‘learning experiences: an exploratory study. The Journal of Educational Research, 114(4), 1-14. https://doi.org/10.1080/00220671.2021.1960255
Google Scholar CrossrefSilseth, K., & Erstad, O. (2022). Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities. Teaching and Teacher Education, 112, 103633. https://doi.org/10.1016/j.tate.2022.103633
Google Scholar CrossrefVygotsky, L. S. (1978). Socio-cultural theory. Mind in Society, 6, 52-58.
Google Scholar CrossrefWertsch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press.
Google Scholar CrossrefWiig, C., Wittek, A. L., & Erstad, O. (2019). Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource. Learning, Culture and Social Interaction, 22, 100245. https://doi.org/10.1016/j.lcsi.2018.07.001
Google Scholar CrossrefWong, LH., Looi, CK., & Aw, G.P. (2021). Does Seamless Learning Translate Seamlessly? A Decade of Experiences in Adapting Seamless Learning Designs for Various Subjects, Levels and Technological Settings. In E.R. Koh, & D.W.L. Hung (eds), Scaling up ICT-based Innovations in Schools (pp 269–289). Springer. https://doi.10.1007/978-981-16-4469-6_14
Google Scholar CrossrefYin, R. K. (2017). Case study research and applications: Design and methods. Sage Publications.
Google Scholar CrossrefPublished
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2024 Judith Oller, Anna Engel, Maria José Rochera
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
