Transitions and disturbances were crucial for the dynamics of expansive learning in the meeting¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Transitions and disturbances played a crucial role in the dynamics of the expansive learning process observed. → Rantavuori 2016

Evidence¶

Rantavuori 2016¶

Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research. http://dx.doi.org/10.14786/flr.v4i3.174

q2 · i? · the article prints no effect size for this finding · qualitative · r?

The article's summary finding states "Transitions and disturbances were crucial for the dynamics of expansive learning"; the analysis identified conflicts, cooperation attempts and communication attempts as disturbances, and transitions between interaction types typically passed through short phases of disturbances.

"Transitions and disturbances were crucial for the dynamics of expansive learning"

Discussion¶

Related Claims¶

• In the meeting, coordination was the most common type of interaction and communication the rarest, indicating reconceptualizing the script was very challenging — related
• Object formation in the meeting was iterative and non-linear: the proposed germ cell of 'making a choice' was encapsulated, not elaborated and expanded — related
• A single meeting of self-regulating pre-service teachers contained an almost complete expansive mini-cycle of learning actions, with all expansive actions except consolidating the new practice — related
• Expansive learning actions in the meeting followed by and large the theory-predicted order, forming a mini-cycle of two main parts with iterations — related
• Expansive learning moved epistemically from questioning to analysis, modeling and implementation while interactionally moving from coordination to cooperation and communication, but with no mechanical correspondence between specific actions and interaction types — related
• Iterative advisory group feedback drove four framework iterations, including adding disruption and multi-level oppression — related