Reconceptualise a dynamic framework of the learning constructs in higher education

Journal article

Geng, Gretchen, Zhu, Yue and Disney, Leigh Patrick. (2023). Reconceptualise a dynamic framework of the learning constructs in higher education. Higher Education Quarterly. 77, p. 655–675. https://doi.org/10.1111/hequ.12427
AuthorsGeng, Gretchen, Zhu, Yue and Disney, Leigh Patrick
Abstract

This paper reconceptualised the interrelated learning constructs in higher education based on the Dynamic Systems Theory (DST). The university students' learning experience before, during and post the Emergency Online Learning (EOL) was investigated to explore the dynamic changes among the learning constructs in higher education. A case study of a Chinese university was conducted, and one hundred and ninety-three university students participated in the questionnaire. The data collected from this empirical research identify different hierarchical constructs of the conceptualised learning environment and reconceptualise the period of system reformation influenced by the EOL. The key findings include the identifications of the attractors and repellors framed by the DST and the impact on the changes in the learning constructs. The results of this paper contribute to further understanding of the university constructs' changes to better plan and support students' active learning in higher education.

Keywordsdynamic systems theory; emergency online learning; learning constructs; learning engagement; learning experience; learning resources
Year2023
JournalHigher Education Quarterly
Journal citation77, p. 655–675
PublisherJohn Wiley & Sons Ltd
ISSN1468-2273
Digital Object Identifier (DOI)https://doi.org/10.1111/hequ.12427
Scopus EID2-s2.0-85149956227
Web address (URL)https://onlinelibrary.wiley.com/doi/10.1111/hequ.12427
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range655–675
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online28 Feb 2023
Publication process dates
Accepted05 Feb 2023
Deposited09 Jun 2023
Additional information

© 2023 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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