1st Edition
Re-theorising Learning and Research Methods in Learning Research
Re-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning.
Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections:
- emerging theories and conceptualisations of learning and how they drive methodological development
- new methods or innovative use of existing methods and their contribution to theory development
- theories and methods that emerge in connection with societal changes
Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.
0 Introduction
Crina Damşa, Antti Rajala, Giuseppe Ritella, Jasperina Brouwer
1 Researching the learning of knowledge transformation
Nina Bonderup Dohn
2 Ecological perspectives on learning and methodological implications for research
Lina Markauskaite, Lucila Carvalho, Crina Damşa
3 Dialogic learning with the ‘more-than-human world’: Insights from posthuman theorising
Kristiina Kumpulainen, Chin Chin Wong, Jenny Renlund, Jenny Byman
4 Learning in dialogues through aesthetic experiences. Some theoretical and methodological issues
Nathalie Muller Mirza, Valérie Tartas
5 Analytical-methodological entanglements. On learning to (re)notice what, where, when, why and by whom in the re-search enterprise
Sangeeta Bagga-Gupta
6 Commentary on Section A: Theoretical research driving methodological development
Rupert Wegerif
7 The dynamics of social networks: Towards a better understanding of selection and influence mechanisms in social capital building
Jasperina Brouwer, Dominik E. Froehlich
8 Making visible what seems to be invisible in mathematical problem-solving: Integrating qualitative methods
Patrizia Selleri, Felice Carugati
9 Towards a Cognitive Theory of Visual Expertise: Methods of Inquiry
Andreas Gegenfurtner, Hans Gruber, Doris Holzberger, Özün Keskin, Erno Lehtinen, Tina Seidel, Kathleen Stürmer, Roger Säljö
10 The multi-method autobiographical approach and its contribution to the Funds of Identity theory
Moisès Esteban-Guitart
11 Methodological explorations of the study of access, inclusion and participation in and across digital/physical space and time boundaries.
Giulia Messina Dahlberg
12 Untangling sociomateriality: Tracing socio-discursive and materially embodied aspects of knowledge-creating learning through Making-Process Rugs
Pirita Seitamaa-Hakkarainen, Sini Davies, Varpu Mehto, Kaiju Kangas, Kati Sormunen, Tiina Korhonen, Kai Hakkarainen
13 Reflection – How methodological innovation contributes to theory development: A new materialist approach
Judith Schoonenboom
14 Learning analytics and societal challenges: capturing value for education and learning
Hanni Muukkonen, Anouschka van Leeuwen, Dragan Gašević
15 Distributed design: Learning to work with novel potentialities of digital 3D technology
Sami Paavola, Reijo Miettinen
16 Hybridizing in and out-of-school learning
Larike H. Bronkhorst, Sanne F. Akkerman
17 Re-conceptualizing the space-time of teachers’ professional development
Giuseppe Ritella, M. Beatrice Ligorio
18 Using mixed methods social network analysis to study teacher collaboration for migrant inclusion in a Swedish school
Marc Sarazin, Didem Oral, Anna Lund, Nataša Pantić
19 Utopian Methodologies to Address the Social and Ecological Crises Through Educational Research
Antti Rajala, Alfredo Jornet Gil, Inny Accioly
20 Research on learning during times of crisis
Peter Renshaw
Biography
Crina Damşa is an associate professor at the Department of Education, University of Oslo, Norway.
Antti Rajala is senior research fellow at the School of Educational Sciences and Psychology, University of Eastern Finland.
Giuseppe Ritella is a senior researcher at the Department of Psychology, University of Campania Luigi Vanvitelli, Italy.
Jasperina Brouwer is an assistant professor in the Department of Education, University of Groningen, Netherlands.
