In this project we apply critical psychology and Actor-Network Theory (ANT) to examine students’ motives for choosing to study courses via the educational form called flex at our case institution, how this study form fits into their everyday life, and which opportunities and limitations flex contains. Based on our dual theoretical perspective, we analyse aspects of flex that are pertinent to our areas of interest. Flex courses require students to hand in fourteen assignments and attend four mandatory class sessions on the school every semester. Apart from these requirements, students are free to manage their studies how they see fit. Students generally choose to study flex due to the flexibility in the education and because of obligations in other life contexts. Flex students only engage socially with each other as long as it regards educational matters. Students perceive some inflexibility in the flex structure, as deregistration from a course implies difficulties to retake the course or move on to the next educational level. In terms of the technological elements embedded in flex courses, we identified different types of networks, which we divided into three categories; (1) the professional use, (2) the social use, and (3) the invisible networks.
In the final part of our project, we discuss our findings, present our conclusion and offer suggestions for future research.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||2 jan. 2019|
|Vejledere||Christina Naike Runciman|
- kritisk psykologi