In encounters where both client and worker are predominantly defensive, the learning cycle stalls before implementing, reflecting and consolidating actions¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Case A (HCC- & HCW-), the client took 10 defensive and 6 expansive learning actions while all 16 of the worker's actions were defensive, and the cycle did not reach implementing, reflecting or consolidating. → Nummijoki 2018

Evidence¶

Nummijoki 2018¶

Nummijoki, J., Engeström, Y., & Sannino, A. (2018). Defensive and expansive cycles of learning: A study of home care encounters. Journal of the Learning Sciences, 27(2), 224-264. https://doi.org/10.1080/10508406.2017.1412970

q2 · i? · qualitative · r2

Detailed discursive analysis of Case A, a 40-minute visit with 235 turns of talk. The authors report the action counts and note that "Actions of implementing, reflecting and consolidating were not taken in this case."

"the client took 10 defensive and 6 expansive learning actions, whereas all 16 learning actions taken by the home care worker were defensive"

Discussion¶

Related Claims¶

• In encounters where both parties are predominantly expansive, early cycle actions such as questioning and modeling are typically absent and the focus is on implementing and consolidating
• Clients shifted between defensive and expansive stances nearly twice as often as workers, and initiatives connected to physical actions were more effective than verbal hints at triggering shifts
• Encounters with a mismatch between client's and worker's learning cycles typically contained all or almost all learning actions of the ideal-typical expansive cycle — related
• In 30 home care visits implementing the Mobility Agreement, the most common cycle combination was client-expansive and worker-expansive (40%), yet at least one party was predominantly defensive in 60% of cases — related