Learning Dispositif and Emotional Attachment: A Preliminary International Analysis
This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institution...
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/9/4/279 |
| _version_ | 1797466185138176000 |
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| author | Simon Huston Elena Huston Marek Kozlowski |
| author_facet | Simon Huston Elena Huston Marek Kozlowski |
| author_sort | Simon Huston |
| collection | DOAJ |
| description | This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution. |
| first_indexed | 2024-03-09T18:32:14Z |
| format | Article |
| id | doaj.art-67e2a2c0508a46c68dc7dc8c5341b3ff |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T18:32:14Z |
| publishDate | 2019-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-67e2a2c0508a46c68dc7dc8c5341b3ff2023-11-24T07:23:38ZengMDPI AGEducation Sciences2227-71022019-11-019427910.3390/educsci9040279Learning Dispositif and Emotional Attachment: A Preliminary International AnalysisSimon Huston0Elena Huston1Marek Kozlowski2School of Economics, Finance & Accounting, Coventry University, William Morris Building, Gosford Street, Coventry CV1 5DL, UKSchool of Education, Faculty of Business, Education, Law, and Arts, University of Southern Queensland, Toowoomba, QLD 4350, AustraliaDepartment of Architecture, Faculty of Architecture and Design, Universiti Putra Malaysiam, UPM Serdang, Selangor Darul Ehsan 43400, MalaysiaThis research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution.https://www.mdpi.com/2227-7102/9/4/279learning dispositifemotional attachmentlearning journeyinclusionscaffoldingstudent engagement |
| spellingShingle | Simon Huston Elena Huston Marek Kozlowski Learning Dispositif and Emotional Attachment: A Preliminary International Analysis Education Sciences learning dispositif emotional attachment learning journey inclusion scaffolding student engagement |
| title | Learning Dispositif and Emotional Attachment: A Preliminary International Analysis |
| title_full | Learning Dispositif and Emotional Attachment: A Preliminary International Analysis |
| title_fullStr | Learning Dispositif and Emotional Attachment: A Preliminary International Analysis |
| title_full_unstemmed | Learning Dispositif and Emotional Attachment: A Preliminary International Analysis |
| title_short | Learning Dispositif and Emotional Attachment: A Preliminary International Analysis |
| title_sort | learning dispositif and emotional attachment a preliminary international analysis |
| topic | learning dispositif emotional attachment learning journey inclusion scaffolding student engagement |
| url | https://www.mdpi.com/2227-7102/9/4/279 |
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