Table of contents

TABLE OF CONTENTS

Acknowledgements ………………………………………………………………………………….. 1
Foreword to “The Four Pedagogues” by Sugata Mitra ………………………………… 3
Glossary of Terms ……………………………………………………………………………………… 5
CHAPTER ONE :
INTRODUCTION
1.0 Introduction ……………………………………………………………………………………… 9
CHAPTER TWO :
THE FOUR PEDAGOGUES
2.1 Teacher: the first pedagogue …………………………………………………………….. 14
2.1.1 Teacher-Centred and Direct Instruction ………………………………….. 15
2.1.2 Guide on the side …………………………………………………………………….. 21
2.1.3 Gradual shift of responsibility ………………………………………………….23
2.1.4 Teaching self-regulated learning ……………………………………………… 29
2.1.5 Researcher-teacher ………………………………………………………………….. 31
2.1.6 Reflection & feedback ………………………………………………………………33
2.1.7 From summative to formative assessment ……………………………….. 36
2.1.8 Co-teaching …………………………………………………………………………….. 41
2.1.9 Summary – the first pedagogue ………………………………………………..43
2.2 Student: the second pedagogue ………………………………………………………… 44
2.2.1 Free from fear ………………………………………………………………………….. 44
2.2.2 From unfinished adult to reflective explorer ……………………………. 46
2.2.3 Self-regulation ………………………………………………………………………….50
2.2.4 Self-regulation ………………………………………………………………………….55
2.2.5 Motivation & self-determination …………………………………………….. 58
2.2.6 Agency ……………………………………………………………………………………. 61
2.2.7 Summary: the second pedagogue……………………………………………..64
2.3 Learning environment; the third pedagogue ……………………………………. 66
2.3.1 From cells & bells to learning spaces ……………………………………….. 67
2.3.2 Influence of the learning environment …………………………………….. 72
2.3.3 Self-organised learning environment (SOLE) ………………………….. 75
2.3.4 Problem-solving before instruction …………………………………………. 77
2.3.5 Structure …………………………………………………………………………………. 79
2.3.6 Summary: the third pedagogue ………………………………………………..82
2.4 Authentic cloud access: the fourth pedagogue …………………………………. 83
2.4.1 The internet: beyond the global village …………………………………….. 85
2.4.2 The impact of educational technology ……………………………………… 89
2.4.3 Digital competence…………………………………………………………………..94
2.4.4 Germany: digital laggard …………………………………………………………. 98
2.4.5 Edtech in Berlin ……………………………………………………………………..103
2.4.6 Digital scepticism …………………………………………………………………..107
2.4.7 A paradigm change ………………………………………………………………..109
2.4.8 The cloud as fourth pedagogue ……………………………………………….114
2.4.9 Authentic and intuitive access ………………………………………………..125
2.4.10 Summary: the fourth pedagogue…………………………………………..129
2.5 Literature review concluded ……………………………………………………………130
CHAPTER THREE :
RESEARCH DESIGN AND METHODOLOGY
3.1 Role of researcher-teacher (RT) ………………………………………………………135
3.2 Participatory observation ……………………………………………………………….137
3.3 Qualitative content analysis …………………………………………………………….140
3.4 Research question …………………………………………………………………………..141
3.5 Empirical setting & research groups ……………………………………………….146
3.6 Methods of data collection & analysis …………………………………………….151
3.7 Breaking up the research question ………………………………………………….152
CHAPTER FOUR :
RESULTS I: THE AUTHENTIC HYBRID STUDENTCENTRED LEARNING ENVIRONMENT
4.1 The learning environment ………………………………………………………………157
4.1.1 Gradual release of responsibility …………………………………………….158
4.1.2 Social learning environment …………………………………………………..161
4.1.3 Authentic projects ………………………………………………………………….163
4.1.4 Inclusion ………………………………………………………………………………..167
4.1.5 Negotiating the learning environment ……………………………………173
4.1.6 The teacher-centred learning environment …………………………….177
4.1.7 Classroom management …………………………………………………………177
4.1.8 From teacher-centred to student-centred ……………………………….185
4.2 Student-centred ………………………………………………………………………………197
4.2.1 Self-regulation through reflection …………………………………………..199
4.2.2 Self-Regulation through structure ………………………………………….204
4.3 Authentic hybrid …………………………………………………………………………….209
4.3.1 Self-regulation through access to resources …………………………….210
4.3.2 Intuitive access ……………………………………………………………………….217
4.3.3 Authentic tools ……………………………………………………………………….220
4.3.4 Self-regulation through collaboration
(Marshmallow Challenge) ………………………………………………………240
4.4 Summary authentic hybrid student-centred learning environment …251
CHAPTER FIVE :
RESULTS II: STUDENT AGENCY
5.1 Method: triangulation …………………………………………………………………….255
5.2 Student agency ……………………………………………………………………………….255
5.3 Study 1: Self-control ……………………………………………………………………….256
5.3.1 Measuring self-control phase I ……………………………………………….259
5.3.2 Measuring self-control phase II ………………………………………………263
5.4 Study 2: Sense of control (autonomy) ……………………………………………..268
5.4.1 Measuring sense of control (autonomy) phase I ……………………..269
5.4.2 Measuring sense of control (autonomy) phase II …………………….270
5.5 Study 3: learner engagement (intrinsic motivation) ………………………..271
5.5.1 Measuring learner engagement (intrinsic motivation) ……………272
5.6 Summary student agency ………………………………………………………………..275
CHAPTER SIX :
RESULTS III: REMOTE LEARNING – AN UNEXPECTED
EMPIRICAL EXPERIMENT
6.1 Introduction …………………………………………………………………………………..278
6.2 Online communication Group A ……………………………………………………280
6.3 Online communication Group B …………………………………………………….284
6.4 Trust and a remote safe space ………………………………………………………….289
6.5 Authentic digital tools …………………………………………………………………….296
6.6 Feedback and formative assessments ………………………………………………298
6.7 Final assessment – hybrid learning ………………………………………………….303
6.8 Feedback on remote learning ………………………………………………………….307
6.9 Learning from remote learning ……………………………………………………….310
6.9.1 SOL- time ………………………………………………………………………………311
6.9.2 Learning strategies …………………………………………………………………312
6.9.3 Hybrid SOL projects ………………………………………………………………318
6.9.4 Authentic use of tools …………………………………………………………….323
6.10 More remote learning observations ………………………………………………326
6.11 Summary remote learning …………………………………………………………….328
CHAPTER SEVEN :
FINDINGS & DISCUSSION
7.1 Transfer of control and PS-I ……………………………………………………………331
7.2 Self-reflection and executive functioning drive self-regulation ……….332
7.3 Correlation between learning environment and pedagogy ……………..333
7.4 Project based learning promotes community ………………………………….335
7.5 Self-regulation facilitates the transition to remote learning……………..335
7.6 Reality check …………………………………………………………………………………..336
CHAPTER EIGHT :
CONCLUSION
8.1 Answering sub-research question 1: What is an authentic hybrid
student-centred learning environment? ………………………………………….339
8.2 Answering sub-research question 2: What are the roles
of the four pedagogues in the authentic hybrid student-centred
learning environment? ……………………………………………………………………340
8.3 Answering sub-research question 3: To what extent does an
authentic hybrid student-centred learning environment
promote student agency, both in-classroom and in remote
learning situations?’ ………………………………………………………………………..341
8.4 A model for learning transformation;the four
pedagogues concluded ……………………………………………………………………342
CHAPTER NINE :
WIDER RESEARCH IMPLICATIONS AND SUGGESTIONS
9.0 Wider Research Implications and Suggestions ………………………………..347
Bibliography ……………………………………………………………………………………………357
Appendixes ……………………………………………………………………………………………..383
Abstract (English)……………………………………………………………………………………437
Abstract (Deutsch) ………………………………………………………………………………….439