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Articles de revues sur le sujet « Learning agency »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

Rajala, Antti, Jenny Martin, and Kristiina Kumpulainen. "Agency and learning: Researching agency in educational interactions." Learning, Culture and Social Interaction 10 (September 2016): 1–3. http://dx.doi.org/10.1016/j.lcsi.2016.07.001.

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Anwar, Nausheen H. "Institutional Actors, Learning and Agency." Journal of Infrastructure Development 2, no. 2 (2010): 153–71. http://dx.doi.org/10.1177/097493061100200205.

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Mahler, Julianne. "Stimulating and Supporting Agency Learning." American Review of Public Administration 50, no. 2 (2019): 148–60. http://dx.doi.org/10.1177/0275074019879435.

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Organizational learning is widely seen as a particularly valuable form of change, driven by professionals closest to the work of the agency and all its challenges. However, the growing literature on this process identifies a large and varied set of requisites for learning. The object here is to survey these requisites and show how they are the many guises of a few basic learning processes, and in doing so distinguish the conditions that stimulate or initiate learning from those that support it. Although all of the paths to learning can be encouraged, the stimuli have been less appreciated for

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Madumal, Prashan. "Explainable Agency in Reinforcement Learning Agents." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (2020): 13724–25. http://dx.doi.org/10.1609/aaai.v34i10.7134.

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This thesis explores how reinforcement learning (RL) agents can provide explanations for their actions and behaviours. As humans, we build causal models to encode cause-effect relations of events and use these to explain why events happen. Taking inspiration from cognitive psychology and social science literature, I build causal explanation models and explanation dialogue models for RL agents. By mimicking human-like explanation models, these agents can provide explanations that are natural and intuitive to humans.

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Lukic, Dane, Anoush Margaryan, and Allison Littlejohn. "Individual agency in learning from incidents." Human Resource Development International 16, no. 4 (2013): 409–25. http://dx.doi.org/10.1080/13678868.2013.792490.

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Mugridge, Ian. "The British Columbia Open Learning Agency." European Journal of Engineering Education 20, no. 2 (1995): 237–38. http://dx.doi.org/10.1080/0304379950200215.

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Bishop, Daniel. "Context, agency and professional workplace learning." Education + Training 59, no. 5 (2017): 516–33. http://dx.doi.org/10.1108/et-07-2016-0129.

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Purpose The purpose of this paper is to investigate the ways in which organisational context and individual agency interact (co-participate) to shape the workplace learning of graduate trainee accountants, and to examine the role of firm size in conditioning this interaction. Design/methodology/approach A qualitative, comparative approach was used, involving interviews with 20 respondents across two large and three small accountancy firms in England. Findings Differences in individual learner biographies and trajectories generate divergent dispositions with regard to workplace learning. In tur

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Mick, Carola. "Learner Agency." European Educational Research Journal 10, no. 4 (2011): 559–71. http://dx.doi.org/10.2304/eerj.2011.10.4.559.

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This article presents first results of an ethnographic research project in a Luxembourgish primary school that accompanied the development of a school project by children from the fifth grade. Analysing the data children themselves collected with Kodak Zi8 cameras in order to document their project activities, it investigates their possibilities and constraints to become designers of a ‘third space’ within the educational institution. The author draws on Emile Durkheim's educational sociology in order to simultaneously analyse the educational processes of socialisation and subjectification tha

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Hooshyar, Danial, Kairit Tammets, Tobias Ley, Kati Aus, and Kaire Kollom. "Learning Analytics in Supporting Student Agency: A Systematic Review." Sustainability 15, no. 18 (2023): 13662. http://dx.doi.org/10.3390/su151813662.

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Student agency, or agency for learning, refers to an individual’s ability to act and cause changes during the learning process. Recently, learning analytics (LA) has demonstrated its potential in promoting agency, as it enables students to take an active role in their learning process and supports the development of their self-regulatory skills. Despite the growing interest and potential for supporting student agency, there have yet to be any studies reviewing the extant works dealing with the use of LA in supporting student agency. We systematically reviewed the existing related works in eigh

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Ostroverkh, O. S. "Learning Space as a Prerequisite of Agency in Learning Activity." Психологическая наука и образование 27, no. 3 (2022): 16–27. http://dx.doi.org/10.17759/pse.2022270302.

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The rapid pace of innovation and the increased quantity of information are affecting the traditional educational routes. Schools are now facing quite a new task: how to teach children to learn. The developmental learning approach of Elkonin and Davidov provides rich experience of solving this task. The paper describes a technology of learning space polarization that promotes learning autonomy in primary school and has been successfully applied in developmental learning classes. We explore the prerequisites of individual learning action formation, the action which is self-motivated, independent

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Blaschake, Lisa. "Heutagogy: The pedagogy of agency." Pacific Journal of Technology Enhanced Learning 3, no. 1 (2021): 45. http://dx.doi.org/10.24135/pjtel.v3i1.110.

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Even before Covid-19, higher education was facing a perfect storm of challenges: increased costs, reduced funding, and rising industry demand for more skilled graduates. Educators were also challenged with finding ways to better prepare students for an uncertain future where lifelong learning skills are essential. The current pandemic has only served to intensify the storm, and educational institutions have rushed to technology in order to survive. In response to the new — or next — normal, institutional leaders are attempting to adapt traditional curriculum and systems so that they can transi

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Alfaiz, Alfaiz, Asroful Kadafi, Yuzarion Yuzarion, et al. "Memahami perilaku kemandirian belajar Siswa melalui perspektif Human Agency: Sintesis perspektif Human Agency." Counsellia: Jurnal Bimbingan dan Konseling 10, no. 2 (2020): 135. http://dx.doi.org/10.25273/counsellia.v10i2.6761.

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<p class="Normal1"><em>Human agency</em> adalah konsep bahwa seorang individu memiliki kompetensi dalam perencanaan, disiplin, realisasi dan mengevaluasi perilaku mereka sendiri dalam keadaan hidup termasuk dalam pembelajaran. Ini telah dipelajari dalam pendidikan dengan empat sifat inti seperti sengaja, pemikiran, reaktivitas diri, dan reflektifitas diri membentuk individu sebagai aktor, bukan reaktor. Hal ini dapat digunakan untuk memahami pembelajaran mandiri siswa, karena konsep pembelajaran mandiri memiliki kesadaran diri secara sengaja. Jika individu selalu bergantung p

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Doherty, Kristin. "Advancing Agency Through Conjecturing." Mathematics Teacher: Learning and Teaching PK-12 116, no. 8 (2023): 592–97. http://dx.doi.org/10.5951/mtlt.2022.0187.

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Hatch, Sage, and Jerry Lee Rosiek. "Agency and Counter-Agency in Curriculum Studies." Journal of Curriculum Theorizing 39, no. 3 (2024): 21–36. https://doi.org/10.63997/jct.v39i3.1207.

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This essay examines an episode of teaching in which the inclusion of content about Indigenous history, contemporary presence, and culture triggered protean social and material resistance. This leads to an inference that the curricula of settler colonialism cannot be thought of only in terms of textbooks, state standards, and lesson plans. It also includes agentic assemblages involving communities, habits of thought and feeling, career anxieties, and more. These shape-shifting assemblages of material and discursive forces actively erase Indigenous truths, lives, and futurities. Learning to teac

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Daniels, Harry, Jane Leadbetter, Paul Warmington, et al. "Learning in and for multi‐agency working." Oxford Review of Education 33, no. 4 (2007): 521–38. http://dx.doi.org/10.1080/03054980701450811.

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Corbett, Barry, and Brian Kenny. "Appraisal and learning in a government agency." Learning Organization 8, no. 1 (2001): 21–35. http://dx.doi.org/10.1108/09696470110366516.

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Stojanov, Georgi, Stevo Bozinovski, and Goran Trajkovski. "Interactionist-expectative view on agency and learning." Mathematics and Computers in Simulation 44, no. 3 (1997): 295–310. http://dx.doi.org/10.1016/s0378-4754(97)00057-8.

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Robertson, Dana A., Lauren Breckenridge Padesky, and Cynthia H. Brock. "Cultivating student agency through teachers’ professional learning." Theory Into Practice 59, no. 2 (2020): 192–201. http://dx.doi.org/10.1080/00405841.2019.1705090.

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Yuthas, Kristi, Jesse F. Dillard, and Rodney K. Rogers. "Beyond Agency and Structure: Triple-Loop Learning." Journal of Business Ethics 51, no. 2 (2004): 229–43. http://dx.doi.org/10.1023/b:busi.0000033616.14852.82.

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Suh, Taewon, Jae C. Jung, and Bruce L. Smith. "Learning creativity in the client‐agency relationship." Learning Organization 19, no. 5 (2012): 428–39. http://dx.doi.org/10.1108/09696471211239721.

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Moore, James W., Anthony Dickinson, and Paul C. Fletcher. "Sense of agency, associative learning, and schizotypy." Consciousness and Cognition 20, no. 3 (2011): 792–800. http://dx.doi.org/10.1016/j.concog.2011.01.002.

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Dorfman, Hayley M., Bryan J. W. Dong, Katie A. McLaughlin, and Elizabeth A. Phelps. "The influence of exposure to early-life adversity on agency-modulated reinforcement learning." Learning & Memory 32, no. 1 (2025): a054047. https://doi.org/10.1101/lm.054047.124.

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Agency beliefs influence how humans learn from different contexts and outcomes. Research demonstrates that stressors, such as exposure to early-life adversity (ELA), are associated with both agency beliefs and learning, but how these processes interact remains unclear. The current study investigated whether exposure to ELA influences agency and interacts with reinforcement learning in adults. Replicating prior behavioral and computational work, ELA resulted in decreased learning, while increased adversity severity was associated with decreased latent agency beliefs. These findings suggest that

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Soini, Tiina, Janne Pietarinen, Sanna Ulmanen, Henrika Anttila, and Kirsi Pyhältö. "Primary and lower secondary students’ learning agency and social support." Frontline Learning Research 11, no. 2 (2023): 49–77. http://dx.doi.org/10.14786/flr.v11i2.983.

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Making initiatives and having ownership over one’s learning is a key for applying and creating knowledge, acquiring new abilities, actively steering one’s life and the engaging in change in society. Understanding the preconditions for such learning should be in the core of designing learning environments and the primary interest of frontline learning research. This study focuses on exploring students’ sense of their learning agency in studying and the role of teacher and peer support in cultivating it. We examined how primary (grades 1-6) and lower secondary school students (grades 7-9) percei

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Crowhurst, Paul, and Linley Cornish. "Factors in Agency Development: A Supervisory Teaching Perspective." Australian Journal of Teacher Education 45, no. 9 (2020): 24–41. http://dx.doi.org/10.14221/ajte.2020v45n9.2.

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Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more age

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Startseva, Natalya, Valeriia Ilchenko, and Olena Karpenko. "Learner agency and its types; application in the language learning environment." Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching, no. 99 (June 30, 2024): 133–40. http://dx.doi.org/10.26565/2786-5312-2024-99-17.

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The article examines student agency as the student’s resource or asset that influences the formation of an individual learning path in foreign language acquisition. Two types of resources are identified: personal – individual characteristics of the student’s intellectual cognitive development, acquired skills, knowledge – and external, economic and social resource, – social, family and educational environment as well as networks. The influence of changes taking place in the learning environment, in particular in language acquisition, and the impact of transformational competencies on the forma

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Deakin Crick, Ruth, Shaofu Huang, Adeela Ahmed Shafi, and Chris Goldspink. "Developing Resilient Agency in Learning: The Internal Structure of Learning Power." British Journal of Educational Studies 63, no. 2 (2015): 121–60. http://dx.doi.org/10.1080/00071005.2015.1006574.

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Alspector, Joshua, and Thomas Dietterich. "DARPA’s Role in Machine Learning." AI Magazine 41, no. 2 (2020): 36–48. http://dx.doi.org/10.1609/aimag.v41i2.5298.

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Machine learning methods provide a way for artificial intelligence systems to learn from experience. This article describes four threads of machine learning research supported and guided by the Defense Advanced Research Projects Agency — probabilistic modeling for speech recognition, probabilistic relational models, the integration of multiple machine learning approaches into a task-specific system, and neural network technology. These threads illustrate the Defense Advanced Research Projects Agency way of creating timely advances in a field.

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Park, Gwi Ja, and Sangok Park. "A Study on the Human Agency of Ma-eul Education Community Activists." Korean Society for the Study of Lifelong Education 29, no. 4 (2023): 49–86. http://dx.doi.org/10.52758/kjle.2023.29.4.49.

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This study was conducted to understand the proactive and active behaviors of Ma-eul education community activists not merely at a personal level, but within a dimension that includes social structures and cultural characteristics. To achieve this, in-depth interviews were conducted with seven research participants to capture and analyze the manifestation of activists' agency traits using the relational agency conceptual model. The results revealed that the practice of activist agency characteristics emerged in the formation of social intimacy, intentional value sharing, relationship building t

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Grieve, Kirsty, and Bevan Holloway. "Creative agency in action." Set: Research Information for Teachers, no. 2 (November 2, 2021): 26–33. http://dx.doi.org/10.18296/set.0201.

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Interested in exploring a form of learner agency that moves beyond a focus on using it to get better results? This article explores what happened when Year 11 students in a cross-curricular course were granted full control of their learning, and offers three strategies for starting out on a creative-agency path.

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Sadegh, Tayebeh. "Leveraging Regulative Learning Facilitators to Foster Student Agency and Knowledge (Co-)Construction Activities in CSCL Environments." International Journal of Online Pedagogy and Course Design 12, no. 1 (2022): 1–15. http://dx.doi.org/10.4018/ijopcd.293209.

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in this study by combing three research fields of regulative learning, Learning analytics (LA) and students’ agency in computer-supported collaborative learning (CSCL), we tried to illuminate how students regulated their learning though group composition, peer assessment and LA strategies to foster agency and knowledge (co-)construction activities in CSCL environments. To fulfill this aim, 60 students from Fasa University, Iran were assigned into experimental and control groups based on their Self-Regulated learning (SRL) skills (high, medium, low and very low SRL skills). Data analysis confir

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Zuckerman, Galina A., and Оlga L. Obukhova. "Education that leads to development of agency." Moscow University Psychology Bulletin 47, no. 4 (2024): 129–49. https://doi.org/10.11621/lpj-24-43.

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Background. L.S. Vygotsky’s vision of teaching and learning, which enables child development, remains useful for problems face by the modern-day school. Today, one of the central duties of education is, from the beginning of schooling, to lay the foundations for obtaining the ability to learn. Ability to learn is demonstrated when a person is faced with meaningful task, understands what is needed to solve it and knows how to compensate for their own limitations. Ability to learn is one of the aspects of human agency i.e., the ability to have and the self-perception of the ownership over one’s

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Lestari, Yuni Budi, Kamaludin Yusra, Nurachman Hanafi, Nawawi Nawawi, and Nuriadi Nuriadi. "Personal and Contextual Factors Influencing Teacher Agency in Overcoming Students’ Learning Difficulties." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 6, no. 2 (2022): 331. http://dx.doi.org/10.26858/eralingua.v6i2.34196.

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Abstract: Research demonstrates that the extent to which teacher agency is achieved is influenced by personal and contextual conditions of possibility and constraints. This study identifies personal and contextual factors that influence teacher agency in overcoming student learning difficulties. Although there are many studies showing factors influencing teacher agency in various contexts, little research, if any, has been done on personal and contextual factors influencing teacher agency in overcoming students’ learning difficulties in the Indonesian higher education. This research filled the

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Dobryakova, Maria S., and Olesya Viktorovna Yurchenko. "Agency and Autonomy as a Learning Outcome: Distinguishing Notions." Sotsiologicheskie issledovaniya, no. 11 (December 15, 2023): 80–92. http://dx.doi.org/10.31857/s013216250028534-0.

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The article explores conceptual difference between the notions of "autonomy" and "agency" in relation to students' learning outcomes. These concepts are often used as synonyms. We argue that distinguishing between them is more productive for practical pedagogy. Unfolding the essence of agentive action in 9 theoretical theses based on sociological and psychological approaches, we trace its prerequisites and outline the forks where agency and autonomy diverge. Agency implies a desire for change based on a consciously constructed identity and values. Independence focuses on achieving mastery with

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Mavunga, George. "The Influence of Collective Agency on the Culture of Employee Learning:." International Journal of African Higher Education 8, no. 1 (2021): 43–69. http://dx.doi.org/10.6017/ijahe.v8i1.13369.

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This study investigated the influence of collective agency on the culture of employee learning among administrative assistants at a comprehensive South African university. Data were gathered through semi-structured interviews with 15 participants; the senior human resource training and development coordinator and a trade union leader. The study found that there is positive intentionality in the official domain of employee learning at the institution, resulting from the need for agents to collectively re-contextualise the knowledge constituting the employee learning curriculum. Similarly, there

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HUMENIUK, VIKTORIA. "LEARNER AGENCY IN THE CONTEXT OF INNOVATIVE LEARNER ENVIRONMENT: ITS CONCEPTUALIZATION AND THEORETICAL BASIS." Sociology: Theory, Methods, Marketing, Stmm. 2022 (1) (2022): 144–64. http://dx.doi.org/10.15407/sociology2022.01.144.

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The centrality of learner agency notion, as an indicator of school learning environment transformation, implies the necessity of its conceptualization by the academics. The concept of learner agency is being elaborated following the rails of sociological definition of agency, which puts this notion in the procedural field of interaction with structural and cultural factors. Two theoretical perspectives — social cognitive theory of Bandura and social morphogenesis theory of Archer — form the basis for understanding the notion of learner agency, defined in the framework of a given theoretical re

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Zhang, Peng, and Gemma Tur. "An exploration of agency enactment in e-portfolio learning co-design." Digital Education Review, no. 45 (July 1, 2024): 190–203. http://dx.doi.org/10.1344/der.2024.45.190-203.

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Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design in secondary education, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. Am

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Nindya, Sella Ayu, Intan Rebecca Siburian, Istanti Hermagustiana, and Dyah Sunggingwati. "TEACHER AGENCY IN THE IMPLEMENTATION OF DIFFERENTIATED LEARNING: AN INTERPRETIVE STUDY." Journal of English Educational Study (JEES) 6, no. 2 (2023): 200–207. http://dx.doi.org/10.31932/jees.v6i2.2736.

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This research objective was to investigate teacher agency in the context of implementing differentiated learning which is one of the instructions from the latest national curriculum. The study employed an interpretive approach by exploring teacher agency usingthe ecological model of teacher agency with three dimensions: iterational, projective, and practical-evaluative. To capturean in-depth understanding of teacher agency, there are three main domains related: teaching planning, differentiated learning, and technology in pedagogy.The differentiated learning domain was selected to be investiga

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Kim, Jong-mi, and Yong Cho. "Exploring Media Arts Teaching and Learning Approaches in Middle School Arts Classes Based on IB MYP Arts Objectives to Foster Student Agency." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 10 (2025): 736–55. https://doi.org/10.22251/jlcci.2025.25.10.736.

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Objectives The purpose of this study is to propose a media arts teaching and learning approach that incorporates a systematic learning structure based on the IB MYP Arts objectives in order to foster student agency in middle school arts classes. Methods To this end, the study analyzed the IB MYP Arts objectives and the 2022 revised Korean middle school arts curriculum to examine the theoretical validity of a student agency-based teaching and learning approach. Learner personas were developed based on first-year students at J Middle School, and appropriate media authoring tools were selected an

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Majchrowicz, Bartosz, Eugenia Kulakova, Steven Di Costa, and Patrick Haggard. "Learning from informative losses boosts the sense of agency." Quarterly Journal of Experimental Psychology 73, no. 12 (2020): 2272–89. http://dx.doi.org/10.1177/1747021820958258.

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Sense of agency, the feeling of having control over one’s actions, is modulated by whether one’s choices lead to desired or undesired outcomes. Learning similarly depends on outcome values from previous experience. In the current study, we evaluate a possible link between the sense of agency and learning, by investigating how intentional binding, an implicit measure of agency, changes during a probabilistic learning task. In two experiments, we show increased intentional binding in trials that follow losses, compared with trials that follow wins. Experiment 1 demonstrated that this post-error

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Sims, Ronald R. "Developing the Learning Climate in Public Sector Training Programs." Public Personnel Management 21, no. 3 (1992): 335–46. http://dx.doi.org/10.1177/009102609202100305.

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Developing the learning climate in public sector training programs requires careful attention by the public agency trainer. This article discusses the importance of the “psychological contract” to public agency trainers in the effective development of learning climates during training programs. A model for managing trainee‘ and trainer’ expectations and contributions during training programs is presented to assist public agency trainers in creating training environments that facilitate a shared responsibility for the learning process.

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Crowhurst, Paul. "An agentic perspective in assessment and evaluation of play-based learning." Teachers' Work 18, no. 1 (2021): 5–11. http://dx.doi.org/10.24135/teacherswork.v18i1.322.

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In recent times play-based learning has become more prevalent in New Zealand primary schools. The notion of learner agency has also emerged as a priority for educators. Learner agency is underpinned by a strong foundation of theory that has the potential to find synergies with play-based learning. Based on research across three primary school classrooms, this paper conceptualises learner agency as occurring on three separate levels in the classroom—type of learning, direction of learning, and evaluation of learning. It is the evaluation of learning where play-based educators may benefit the mo

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Singer‐Freeman, Karen E., Jhazmine Smith, Scott T. Fitzgerald, and Christine Robinson. "Learning from Students: Increasing Agency and Improving Assessment." Assessment Update 33, no. 3 (2021): 6–14. http://dx.doi.org/10.1002/au.30255.

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Baraldi, Claudio. "Dialogue, agency and experiential learning in international camps." Educação e Pesquisa 38, no. 2 (2011): 419–36. http://dx.doi.org/10.1590/s1517-97022011005000006.

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Experiential learning may be conceived as a social communicative process that displays agency, which indicates autonomous construction of meanings during social process. This paper explores social conditions and cultural presuppositions of experiential learning, showing that it can be successfully enhanced through a form of dialogue which empowers participants' personal expression of ideas and emotions. The specific meanings of empowering dialogue are the promotion and fair distribution of active participation in interaction (equity), the display of sensitivity towards the interlocutors' inter

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Fisher, Lydia Indira. "Agency through partnership in neurodiverse college learning communities." International Journal for Students as Partners 5, no. 2 (2021): 14–27. http://dx.doi.org/10.15173/ijsap.v5i2.4398.

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This article examines the work of creating collaborative learning partnerships that fully include students with intellectual disabilities. The article reviews the scholarship of partnership as a starting point in discussing learning environments that support students with significant intellectual disabilities—a group that has only recently been encouraged to enroll in colleges and universities. The authors—a faculty member and two former undergraduate mentors in the University Studies program at Portland State University—offer reflections on their time partnering as facilitators of courses tha

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Lampert-Shepel, Elina. "Learning Activity: The Psychology and Pedagogy of Agency." Journal of Russian & East European Psychology 41, no. 5 (2003): 3–9. http://dx.doi.org/10.2753/rpo1061-040541053.

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