Investigate E-Learning with Subject-Scientific Learning Theory. Benefits and Limitations

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Investigate E-Learning with Subject-Scientific Learning Theory. Benefits and Limitations - Presentation Transcript

  1. Prof. Dr. Petra Grell
  2. Doing (qualitative) social research … The research process Theoretical Paradigms and Perspectives The Researcher as a Multicultural Subject The Art, Practices and Politics of Interpretation and Presentation Methods of Data Collection and Analysis Research Strategies
    • … is not only about asking questions, it’s about making decisions:
      • Reflecting the relationship between theory and research topic
      • Choosing a certain perspective (and reflecting its limitations)
    Doing (qualitative) social research …
    • What is meant to be a (relevant) part of the phenomenon depends on the theory
        • The learning objects and their meaning to the learner?
        • The learner’s interests in his/her life?
        • Is learning a predictable outcome of a teaching process?
        • Is learning an independent and non-predictable process?
    • Implicit assumptions and their implications to the results.
    Reflecting the relationship between theory and research topic
    • Results depend on the perspective you choose for a research
    • Perspectives
      • Capturing the individual’s point of view
        • Learner
        • Teacher
      • Describing the social world/everyday life
        • Rich descriptions
        • In-depth-Analysis
    • Triangulation or: reflection of limitations
    Choosing a certain perspective
  3. Subject-scientific learning theory (1)
    • Subject’s standpoint
    • Subject-scientific learning theory (Holzkamp) focuses on the learners, especially their fundamental reasons to learn in close connection to their capacity to act.
    • “ Learning always occurs if the subject encounters obstacles or resistance in carrying out his normal activities.” (Holzkamp 2004, p. 29, translated by: A. Grotlüschen 2005)
  4. Subject-scientific learning theory (2)
    • Holzkamp criticizes the prevalent idea that learning is initiated by a third party. (If something is taught, learning emerges.)
    • Holzkamp calls this the “teaching-learning short circuit”.
  5. Subject-scientific learning theory (3)
    • Core concepts
    • Defensive learning “If I learn defensively, I only do so because I see a threat to my existing world and can react in no other way than by learning.” (Grotlüschen 2005 p. 16) “to prevent teachers from imposing punish-ments, to satisfy them, i.e. to demonstrate or even give a semblance of learning’” (Holzkamp, 2004, p. 30) .
    • Expansive learning Enlarging useful capacities/abilities to overcome significant obstacles and to act and participate in my world. (It’s based on action problems.)
  6. Differences
    • Learner‘s standpoint
    • No teaching-learning short circuit
    • Defensive learning
    • Expansive learning
    • Observer’s standpoint
    • Teaching and learning outcome
    • Research on teaching tools, communication tools, cooperation tools
    • No awareness for the topic of learning and its meaning to the learner
    • Subject-scientific learning theory
    • Prevalent eLearning Research
    • Curriculum >
    • > Teaching environment >
    • > Tasks and topics are given to learners (learners have to be motivated to get involved) >
    • > Learning is supposed to emerge >
    • > Tools to facilitate teaching or communication or cooperation >
    • > Testing the learning outcome
    • Person >
    • > encounters obstacles in carrying out his normal activities >
    • > if it’s significant and can’t be solved he/she starts a learning loop >
    • > expansive learning to enlarge abilities to act and participate
    • (or defensive learning to ward off a threat)
    • Subject-scientific learning theory
    • Prevalent eLearning Research
  7. Research with subject-scientific learning theory on eLearning - New Learning Culture
    • A. Grotlüschen (2002) Resisting to learn with eLearning
      • eLearning in continuing vocational training
    • P. Grell (2005) Resisting to learn in a new learning culture
      • Research workshop on learning, adult education
    • (2008) Resisting to implement a new learning culture
  8. Expansive Learning?
    • Learners resist to be fitted into a (“self-regulated”) teaching environment and to learn the given topics. Their decision to resist is meaningful from their subjective viewpoint.
    • One type of acting: to show more or less opponent behavior against teachers, who are able to impose sanctions, and to learn significant subjects from each other in hidden spaces. (Grell 2005)
  9. Grell
    • Grotlüschen 200X
    New Learning Culture (including eLearning)
  10. Grell 2005 „ Learners have a lot of problems. They are rude” „ Teachers are incompetent and not respectful“ New Learning Culture (including eLearning)
  11. Grell 2008 „ Researches / Experts can’t help us …” „ Teacher have problems to understand …” New Learning Culture (including eLearning)
  12. Benefits and Limitations
    • Paradigmatic shift: learner’s standpoint: Is it meaningful to the learner?
    • Understanding the whole and complex phenomenon
    • One perspective (no triangulation)
    • Focus on intended learning, no incidental learning
    • Far-reaching consequences for any planning of teaching
  13. Statement for discussion
    • The well-known shift from teaching to learning hasn’t come that far. Research about eLearning isn’t focused on the learner and his/her interests.
    • eLearning with no focus on the learner’s learning interests leads to (non-effective) defensive learning.
  14. References
    • Barre, K; Greb, U; Hoops, W; Grell, P (2008): Innovationsbereitschaft unter Praxisdruck. In: Berufs- und Wirtschaftspädagogik Online Bwpat Spezial 4
    • Denzin, N; Lincoln, Y (Eds) (2000): Handbook of Qualitative Research. Second Edition. Sage Publications.
    • Faulstich, P; Ludwig, J (Eds.) (2004): Expansives Lernen. Baltmannsweiler: Schneider Hohengehren.
    • Flick, U (1995): Stationen des qualitativen Forschungsprozesses. In: Flick, U. et al (Eds.): Handbuch qualitative Sozialforschung. 2.nd Ed. Weinheim. p. 147–173.
    • Grell, P (2005) Forschende Lernwerkstatt. Münster: Waxmann.
    • Grotlüschen, A (2002): Widerständiges im Web. Virtuell selbstbestimmt? Münster: Waxmann.
    • Grotlüschen, A (2005): Expansive Learning. Benefits and limitations of subject-scientific learning theory. In European Journal Vocational Training III/2005, Nr. 36/, S. 15-20.
    • Holzkamp, K (1993): Lernen. Subjektwissenschaftliche Grundlegung. Frankfurt a.M.: Campus.
    • Holzkamp, K (2004): Wider den Lehr-Lern-Kurzschluß. Interview. Erschienen in Faulstich/Ludwig 2004, p. 29-38.
    [email_address] Prof. Dr. Petra Grell

+ Petra GrellPetra Grell, 1 month ago

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