![Page 1: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/1.jpg)
Internal deliberation and learning environments
Peter KahnUniversity of Liverpool
![Page 2: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/2.jpg)
A theoretical interest ...
• Margaret Archer’s account of human reflexivity and social mobility– inter-play between
structure and agency in explaining why an individual acts ‘so rather than otherwise’ in a given social situation.
![Page 3: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/3.jpg)
Socio-cultural structures
Reflexive deliberation Reflexive deliberation
Concerns → Projects → Practices
The mediation of structure to agency, after Archer (2003)
![Page 4: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/4.jpg)
• Modes of reflexivity play a key role in Archer’s account:– Communicative reflexivity, autonomous reflexivity, meta-
reflexivity, fractured reflexivity.– Distinctive modes of reflexivity emerge within given socio-
cultural contexts (e.g. on becoming immersed within a new context)
• Application to professional learning in Kahn et al (in press)– also highlights the role of social interaction in the
educational context.
![Page 5: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/5.jpg)
Reflexivity in learning
• Triggers for reflexivity– Entering the unknown (in relation to knowledge,
pedagogy or other aspects of learning); responsibility to progress a learning project.
• Student concerns– Relative priority vis a vis other activity; tolerance
of ambiguity; overlaps with characteristic mode of reflexivity in the more open setting (e.g. communicating with others).
![Page 6: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/6.jpg)
Distinctive modes of reflexivity
• Restricted reflexivity– Learning projects are closed down through a lack of tolerance
for ambiguity or the inability to find ways forward.• Extended reflexivity
– Reflexivity is directly linked to the student’s capacity to carry out further mental processes.
– Scope is present for different forms and expressions of reflexivity within the extended mode.
• Fractured reflexivity– Anxiety emerges as a dominant response (e.g. how do you
pursue a group project where communication is absent or fractious?)
![Page 7: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/7.jpg)
.. and a practical application
• Linking student engagement to structure– High-impact practices (Kuh et al, 2008); authentic
learning (Stein et al, 2004); powerful learning environments (Vermetten et al, 2002).
• Accounting for student engagement– High-impact practices build in a need for extended
reflexivity on the part of the student, with support also integrated.
– Offers a rich account of why students are engaged, rooting this in distinctive modes of reflexivity.
![Page 8: Internal deliberation and learning environments](https://reader036.vdocuments.us/reader036/viewer/2022082603/54bd52924a7959df4b8b4721/html5/thumbnails/8.jpg)
References • Archer, M. (2003) Structure, agency and the internal conversation.
Cambridge: CUP.• Kahn, P.E., Qualter, A. & Young, R.G. (2012) Structure and agency in
learning, Higher Education Research and Development 31(6) pp. 859-71..• Kuh, G.D., Schneider, C.G. & Universities, A. of A.C. and, 2008. High-
impact educational practices: what they are, who has access to them, and why they matter, Association of American Colleges and Universities.
• Stein, S., Isaacs, G. & Andrews, T. (2004) Incorporating authentic learning experiences within a university course, Studies in Higher Education, 29:2, 239-258.
• Vermetten, Y.J., Vermunt, J.D. & Lodewijks, H.G., 2002. Powerful learning environments? How university students differ in their response to instructional measures. Learning and instruction, 12(3), pp.263–284.