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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Vocational Education & Training on 02/11/2021, available online: https://www.tandfonline.com/doi/full/10.1080/13636820.2021.1998792

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Online tasks and students’ transformative agency: double-stimulation as a design principle for synchronous online workshops

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Online tasks and students’ transformative agency : double-stimulation as a design principle for synchronous online workshops. / Moffitt, Phil; Bligh, Brett.

In: Journal of Vocational Education and Training, 02.11.2021.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Moffitt P, Bligh B. Online tasks and students’ transformative agency: double-stimulation as a design principle for synchronous online workshops. Journal of Vocational Education and Training. 2021 Nov 2. Epub 2021 Nov 2. doi: 10.1080/13636820.2021.1998792

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Bibtex

@article{27f23b104f794e5e8cbcf4c6cc0b602c,
title = "Online tasks and students{\textquoteright} transformative agency: double-stimulation as a design principle for synchronous online workshops",
abstract = "Learner agency, often understood in terms of self-direction and negotiated engagement, is considered important in technical and vocational education and training (TVET). Yet nurturing and supporting agency is resource-intensive and difficult. In this paper, we consider learner agency for online TVET—a setting where content delivery models can be experienced as stultifying. We document the design and evaluation of specific task designs using the method and principle of double-stimulation, where prompts help participants to reconceptualise problematic situations and break out of conflicting motives. We draw on data from a research-intervention with adult learners undertaking a facilities management diploma online, while working. We explore how, across nine online workshops, task designs engendered transformative agency: the ability to collaboratively diverge from instructional intent, question dilemmatic conditions, and propose and enact change. We claim (1) that specific double-stimulation tasks encouraged participants to engage in understanding institutional practice, exposing conflict, and enacting change; (2) that participants came to view their own problematic conditions as stimuli for resistance, criticism, and development; and (3) that online resources were crucial for highlighting evidence of failure and learners{\textquoteright} potential roles in change. Our findings are of importance to help learners set and evaluate their own learning agendas.",
author = "Phil Moffitt and Brett Bligh",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Vocational Education & Training on 02/11/2021, available online: https://www.tandfonline.com/doi/full/10.1080/13636820.2021.1998792",
year = "2021",
month = nov,
day = "2",
doi = "10.1080/13636820.2021.1998792",
language = "English",
journal = "Journal of Vocational Education and Training",
issn = "1363-6820",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Online tasks and students’ transformative agency

T2 - double-stimulation as a design principle for synchronous online workshops

AU - Moffitt, Phil

AU - Bligh, Brett

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Vocational Education & Training on 02/11/2021, available online: https://www.tandfonline.com/doi/full/10.1080/13636820.2021.1998792

PY - 2021/11/2

Y1 - 2021/11/2

N2 - Learner agency, often understood in terms of self-direction and negotiated engagement, is considered important in technical and vocational education and training (TVET). Yet nurturing and supporting agency is resource-intensive and difficult. In this paper, we consider learner agency for online TVET—a setting where content delivery models can be experienced as stultifying. We document the design and evaluation of specific task designs using the method and principle of double-stimulation, where prompts help participants to reconceptualise problematic situations and break out of conflicting motives. We draw on data from a research-intervention with adult learners undertaking a facilities management diploma online, while working. We explore how, across nine online workshops, task designs engendered transformative agency: the ability to collaboratively diverge from instructional intent, question dilemmatic conditions, and propose and enact change. We claim (1) that specific double-stimulation tasks encouraged participants to engage in understanding institutional practice, exposing conflict, and enacting change; (2) that participants came to view their own problematic conditions as stimuli for resistance, criticism, and development; and (3) that online resources were crucial for highlighting evidence of failure and learners’ potential roles in change. Our findings are of importance to help learners set and evaluate their own learning agendas.

AB - Learner agency, often understood in terms of self-direction and negotiated engagement, is considered important in technical and vocational education and training (TVET). Yet nurturing and supporting agency is resource-intensive and difficult. In this paper, we consider learner agency for online TVET—a setting where content delivery models can be experienced as stultifying. We document the design and evaluation of specific task designs using the method and principle of double-stimulation, where prompts help participants to reconceptualise problematic situations and break out of conflicting motives. We draw on data from a research-intervention with adult learners undertaking a facilities management diploma online, while working. We explore how, across nine online workshops, task designs engendered transformative agency: the ability to collaboratively diverge from instructional intent, question dilemmatic conditions, and propose and enact change. We claim (1) that specific double-stimulation tasks encouraged participants to engage in understanding institutional practice, exposing conflict, and enacting change; (2) that participants came to view their own problematic conditions as stimuli for resistance, criticism, and development; and (3) that online resources were crucial for highlighting evidence of failure and learners’ potential roles in change. Our findings are of importance to help learners set and evaluate their own learning agendas.

U2 - 10.1080/13636820.2021.1998792

DO - 10.1080/13636820.2021.1998792

M3 - Journal article

JO - Journal of Vocational Education and Training

JF - Journal of Vocational Education and Training

SN - 1363-6820

ER -