investigate e-learning with subject-scientific learning theory. benefits and limitations
TRANSCRIPT
Prof. Dr. Petra Grell
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
LearnerTeacher
Describing the social world/everyday lifeRich descriptionsIn-depth-Analysis
Triangulation or: reflection of limitations
Choosing a certain perspective
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)
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”.
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.)
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
Research with subject-scientific learning theory on eLearning - New Learning Culture A. Grotlüschen (2002) Resisting to learn
with eLearningeLearning in continuing vocational training
P. Grell (2005) Resisting to learn in a new learning cultureResearch workshop on learning, adult
education
(2008) Resisting to implement a new learning culture
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)
Grell
Grotlüschen 200X
NewNew Learning Learning CultureCulture
(including (including eLearning)eLearning)
Grell 2005
NewNew Learning Learning CultureCulture
(including (including eLearning)eLearning)
„Learners have a lot of problems. They are rude”
„Teachers are incompetent and not respectful“
Grell 2008
NewNew Learning Learning CultureCulture
(including (including eLearning)eLearning)
„Researches / Experts can’t help us …”
„Teacher have problems to understand …”
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
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.
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.
Prof. Dr. Petra Grell