Students' perceptions of learner agency: a phenomenographic inquiry into the lived learning experiences of high school students.

• Online Access: http://hdl.handle.net/2047/D20320140

Abstract Learner agency is an important concept in current education. This research describes the perceptions high school seniors have about their learning experiences. Educational research indicates students' self-regulation being an important factor in academic success, yet many educational practices still rely on teacher-centered instructional models. Supporting learner agency could improve the quality of students' engagement in their learning process, and help students become ready for the requirements of living in 21st Century. In this phenomenographic inquiry into students' perceptions of their learner agency nine high school seniors were interviewed about their engagement and learning experiences. The analysis yielded an outcome space of four qualitatively different ways of perceiving learner agency 1. detachment from learning, 2. belonging to the school community, 3. synergy of learning ownership, and 4, unbound ubiquitous learning. The outcome space was organized into a visual conceptualization of the hierarchical relationship between intentionality, agency, and quality of learning. Based on the findings of this research, the recommendations for educational policy and practice include crediting informal learning, embedding choices into learning experiences, and supporting both students' and teachers' individual learning process. Keywords: learner agency, learning environment, negative agency, phenomenography, learner-centered practices, deeper learning, quality of engagement, learning process.