NDLI: The modelling of ‘dissonant’ study orchestration in higher education

Content Provider	Springer Nature Link
Author	Meyer, Jan H. F.
Copyright Year	2000
Abstract	Attention is drawn in the present study to atypical patterns of contextualised learning engagement that are often difficult to interpret because, at face value, they exhibit varying degrees of conceptual dissonance. Against a summary of the practical and methodological problems associated with researching the phenomenon of ‘dissonance’, a review is presented of how it may manifest itself in differing contexts, and with what implied or observed associated effects. The empirical question of how ‘dissonance’ may be interpreted and modelled is addressed and it is argued that, in general, the phenomenon can be naturally accommodated within an interference observed model of student learning by virtue of violations of defined ‘conceptual boundaries’ within the model at an individual, or subgroup, response level. An example of an observed interference model of student learning in the form of a common factor model is introduced and is then further used to illustrate how such conceptual violations may occur in practice.Dans la présente étude l’attention est focalisée sur des patterns atypiques d’engagement dans des apprentissages contextualisés qui sont souvent difficiles à interpréter parce que, à première vue, ils présentent des degrés variés de dissonance conceptuelle. Plutôt qu’un résumé des problèmes pratiques et méthodologiques associés avec la recherche du phénomène de ‘dissonance’, on présente une revue de la façon dont il se manifeste dans différents contextes et avec quels effets associés impliqués ou observés. On se pose la question empirique de savoir comment la ‘dissonance’ doit être interprétée et modélisée.Un exemple d’un modèle d’interférence observé d’apprentissage d’élève sous la forme d’un modèle de facteur commun est introduit et il est ensuite utilisé pour illustrer comment de telles violations conceptuelles peuvent apparaître en pratique.
Starting Page	5
Ending Page	18
Page Count	14
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	15
Issue Number	1
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2000-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Dissonance Interference model Study orchestration Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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