Online tasks and students’ transformative agency: double-stimulation as a design principle for synchronous online workshops

Learner agency, often understood in terms of self-direction and negotiated engagement, is considered important technical vocational education training (TVET). Yet nurturing supporting agency resource-intensive difficult. In this paper, we consider learner for online TVET—a setting where content delivery models can be experienced as stultifying. We document the design evaluation specific task designs using method principle double-stimulation, prompts help participants to reconceptualise problematic situations break out conflicting motives. draw on data from a research-intervention with adult learners undertaking facilities management diploma online, while working. explore how, across nine workshops, engendered transformative agency: ability collaboratively diverge instructional intent, question dilemmatic conditions, propose enact change. claim (1) that double-stimulation tasks encouraged engage understanding institutional practice, exposing conflict, enacting change; (2) came view their own conditions stimuli resistance, criticism, development; (3) resources were crucial highlighting evidence failure learners’ potential roles Our findings are importance set evaluate learning agendas.