Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Social Foundations of Self IV: Self in Digital Communication01:30

Social Foundations of Self IV: Self in Digital Communication

3
Since the early 2000s, computer-mediated communication (CMC) has grown rapidly, playing a crucial role in self-development. A key distinction between CMC and real-life interactions is the lack of a physically present partner. This absence makes non-verbal cues such as facial expressions, body language, and paralinguistic signals unavailable in CMC platforms like email, instant messaging, or social media. The lack of these cues can create ambiguity and complicate how feedback is interpreted.The...
3
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

112
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
112
Purposive Learning01:22

Purposive Learning

210
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
210
Cognitivism01:17

Cognitivism

1.7K
Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process...
1.7K
Cognitive Learning01:21

Cognitive Learning

668
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
668
Emerging Adulthood01:27

Emerging Adulthood

199
Jeffrey Arnett's concept of emerging adulthood offers a framework to understand the unique developmental stage between adolescence and full-fledged adulthood, generally from ages 18 to 25. This period is marked by extensive exploration and shifts in identity, relationships, and career choices, a process known in psychology as role experimentation. Emerging adulthood reflects the evolving cultural expectations surrounding adulthood and the dynamic process of personal transformation during...
199

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

A Disorienting Dilemma: Teaching and Learning in Technology Education During a Time of Crisis.

Canadian journal of science, mathematics and technology education = Revue canadienne de l'enseignement des sciences, des mathematiques et de la technologie·2024
Same author

Automated digital counselling with social network support as a novel intervention for patients with heart failure: protocol for randomised controlled trial.

BMJ open·2023
Same author

The Use of SMS Text Messaging to Improve the Hospital-to-Community Transition in Patients With Acute Coronary Syndrome (Txt2Prevent): Results From a Pilot Randomized Controlled Trial.

JMIR mHealth and uHealth·2021
Same author

The Use of Text Messaging to Improve the Hospital-to-Community Transition in Acute Coronary Syndrome Patients (Txt2Prevent): Intervention Development and Pilot Randomized Controlled Trial Protocol.

JMIR research protocols·2017

Related Experiment Video

Updated: Sep 18, 2025

Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency
08:01

Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency

Published on: October 28, 2020

5.7K

The Entangled Learner: Critical Agency for the Postdigital Era.

Jillianne Code1

  • 1Faculty of Education, University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4 Canada.

Postdigital Science and Education
|June 23, 2025
PubMed
Summary
This summary is machine-generated.

The Postdigital Learner Agency (PLĀ) framework redefines learner agency for hybrid education. It fosters autonomy, adaptability, and resilience in learners navigating complex postdigital environments.

Keywords:
Algorithmic literacyDigital educationHybrid learning environmentsLearner agencyPostdigital Learner Agency (PLĀ)Postdigital agencyPostdigital philosophyRelational agencySociotechnical systems

More Related Videos

Characterization of the Sense of Agency over the Actions of Neural-machine Interface-operated Prostheses
05:21

Characterization of the Sense of Agency over the Actions of Neural-machine Interface-operated Prostheses

Published on: January 7, 2019

8.0K
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

12.7K

Related Experiment Videos

Last Updated: Sep 18, 2025

Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency
08:01

Virtual Hand with Ambiguous Movement between the Self and Other Origin: Sense of Ownership and 'Other-Produced' Agency

Published on: October 28, 2020

5.7K
Characterization of the Sense of Agency over the Actions of Neural-machine Interface-operated Prostheses
05:21

Characterization of the Sense of Agency over the Actions of Neural-machine Interface-operated Prostheses

Published on: January 7, 2019

8.0K
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
13:57

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

12.7K

Area of Science:

  • Education
  • Learning Sciences
  • Sociotechnical Systems

Background:

  • The postdigital era presents complex educational challenges.
  • Hybrid learning environments and algorithmic systems shape learner experiences.
  • Traditional notions of learner agency require redefinition.

Purpose of the Study:

  • To redefine learner agency for the postdigital era.
  • To explore the theoretical foundations of the Postdigital Learner Agency (PLĀ) framework.
  • To examine how PLĀ fosters equity, resilience, and prepares learners for future landscapes.

Main Methods:

  • Grounded in Social Cognitive Theory, Sociocultural Perspectives, and Postdigital Philosophy.
  • Explores four key questions regarding agency in hybrid realities and sociotechnical systems.
  • Examines PLĀ's application across K-12, higher education, and lifelong learning.

Main Results:

  • PLĀ extends agency to include relational, spatial, collective, and shared dimensions.
  • Demonstrates how PLĀ cultivates learner autonomy, adaptability, and algorithmic resilience.
  • Highlights PLĀ's role in addressing systemic inequities and promoting inclusive policies.

Conclusions:

  • The PLĀ framework offers a transformative vision for postdigital education.
  • Empowers learners with confidence, ethical awareness, and agency.
  • Prepares learners to effectively engage with evolving educational and professional contexts.