Mariane Frenay

Constructivist learning: operational criteria for cognitive flexibility

Constructivism is a learning theory which states that people learn best when they actively construct their own knowledge. Many different perspectives exist on constructivist pedagogical principles and on how to apply them to instructional design. It is thus not only difficult to evaluate the conformity of existing learning systems with constructivist principles, it is also quite hard to ensure that a new learning system being designed ultimately facilitates and stimulates constructivist learning. Our research aims to help designing truly constructivist learning systems. For that purpose, we must clarify what constructivism entails in an operational manner: we need criteria enabling one to determine which aspects of a learning system actually embody constructivist principles. Cognitive flexibility is a pedagogical principle that is often mentioned among the basic characteristics of constructivism. This paper proposes operational criteria for cognitive flexibility and presents both justifications and examples of their use. These criteria should be applicable to many instructional situations.

Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case

In this paper, the authors describe the implementation process of a teaching portfolio at a Belgian university. The case is intriguing because it departs substantially from what others have described as the typical antagonistic way in which academic developers interact with formal leaders. Rather than being caught in an edgy game of compliance and resistance, the actors present themselves as partners in a collaborative process throughout three consecutive phases. To interpret this process, reference is made to a collaborative framework from a social psychology perspective that could help avoid compliance and resistance.

Doctoral supervision in the light of the three types of support promoted in self-determination theory

The purpose of the present study was twofold. First, we used the three types of support depicted in Self-Determination Theory (SDT) (structure, involvement and autonomy support) to examine supervision practices in the doctoral context. Conversely, we used this material to discuss the theory and suggest new developments to it. To this end, we conducted semi-structured interviews with 21 former PhD students (8 completers and 13 non-completers). The data were analyzed using deductive content analysis. The first aim led us to illustrate how supervisors offer structure, involvement, and autonomy support to the doctoral students, and to support the relevance of this theoretical framework in this particular context. The second aim led us to provide three avenues for reflection on SDT. First, a set of practices belongs both to structure and involvement and are therefore at risk of being overlooked in research. Second, there is a thin line between structure and control (and between autonomy support and chaos) and intentions to offer the first may easily turn into providing the second in practice. Finally, we developed the hypothesis that a necessary condition for supervisors to be able to offer positive support to their doctoral students is to consider them as trustworthy.

The Delicate Balance to Adjustment: A Qualitative Approach of Student’s Transition to the First Year at University

First year experience in higher education has been extensively investigated in the literature. Yet, two limitations can be identified out of the literature. The majority of the studies focused on single factor analysis, restraining the multifactorial understanding of adjustment’s determinants. Moreover, the temporal unfolding of the first year at the university has mainly been disregarded, limiting the dynamic framing of adjustment process. To overcome these limitations, the current study used a longitudinal qualitative design in order to grasp the dynamic complexity of adjustment process. Semi-structured interviews were conducted in two steps with 17 freshmen from Science department. The aims were to unfold the constructs at play in student’s adjustment process and the dynamic interplay between them over time. The analyses were grounded into Nicholson’s theoretical framework of transition cycle and the material was analyzed through thematic and sequential analysis. Four themes (readiness, reaching personal drives, fighting an overwhelming program and becoming a self-regulated learner) and four different events (starting up, click, exhaustion and deficiencies accumulation) were identified in the material disclosing the dynamic nature of adjustment process. An overall reflection on the findings is proposed in the conclusion.

Understanding Academic Persistence through the Theory of Planned Behavior: Normative Factors under Investigation

High drop-out rates among first-year university students have led many researchers to attempt to gain a better understanding of academic persistence. However, despite this extensive literature, only a few studies have taken normative factors into account. These normative factors may be an essential factor of influence for persistence as it is already the case for other behaviors. We therefore decided to study whether including injunctive and descriptive norms in the investigation might improve the understanding of persistence. To this end, we focused on the theory of planned behaviour which considers for background, motivational, and normative factors. Seven hundred and twenty-seven first-year college students were asked to complete a self-report questionnaire. A structural equation modeling technique revealed that the model including injunctive norms fits better with the data than the model without norms. However, this was not the case with descriptive norms. These results are examined in the Discussion section. Finally, directions for future research and practical implications are suggested.

Misfits between doctoral students and their supervisors: (How) are they regulated?

The purpose of the present study is to explore the “misfits” occurring between doctoral students and their supervisors. More precisely, we investigate the types of incongruences that occur, whether and how they are regulated and their consequences on students’ outcomes. Qualitative interviews were conducted with 21 former PhD students (8 completers and 13 non-completers). Results show that, when facing a misfit, PhD students either (1) learn to live with it and/or turn to alternate resources, (2) suffer from it without being able to address the problem with their super-visor, (3) address the issue with their supervisor and try to solve it in various ways, or (4) are unable to address the issue because it reached a point of no return. Further, types of misfit regulation are likely to have an influence on students’ motivation and engagement. These results are discussed in the light of person-environment fit, coping, emotional regu- lation, and conflict management frameworks.

Überprüfung motivationaler Konstrukte für Lernen und Trainingstransfer

Dieser Artikel hat den Zweck, eine Interpretation der in der Literatur beobachteten unterschiedlichen Wirkungsgrosen und Widerspruche in Bezug auf die Transfermotivation zu ermoglichen. Zur Uberwindung solcher Widerspruche befurwortet dieser Artikel eine Definition und Operationalisierung des weitlaufigen Begriffes der Transfermotivation unter Berucksichtigung spezifischer Motivationskonstrukte, um Trainingstransfer und Lernen als wechselseitige Prozesse zu begreifen, die durch individuelle und kontextuelle Variablen beeinfiusst sind, die eine Wirkung auf motivationale Uberzeugungen und das Engagement beim Lernen oder bei Transferaufgaben haben. Zur Behandlung dieser Fragestellungen werden Ergebnisse aus der Bildungsliteratur im schulischen Umfeld und in der Arbeitsumgebung untersucht. Die Autoren schliesen mit einer Erorterung der moglichen Auswirkungen auf die zukunftige Forschung.

Perceived instrumentality value and engagement in 3D training, animation and modelling for university lecturers

In this paper, authors report on an experience in adult education at the Universidad de Granada, Spain. They carry out an analysis on motivation and engagement of a group of university lecturers attending a training course on three-dimensional modelling and animation for teaching applications. They investigate the goals they are trying to achieve, their expectations and reasons for attending the course. Twenty-seven lecturers attended the course, including 53% of women and 47% of men. Results indicated that lecturers were motivated while attending the course. They engaged differently in the training course and were intrinsically focused on the content and importantly on new skills designed to be acquired. Fewer than three quarters (74%) finished the training course while others dropped out from the sessions very early or in the middle of the course due to unforeseen events.