Students' Self-Organization of the Learning Environment during a Blended Knowledge Creation Course

Autor/inn/en	Ritella, Giuseppe; Loperfido, Fedela Feldia
Titel	Students' Self-Organization of the Learning Environment during a Blended Knowledge Creation Course
Quelle	In: Education Sciences, 11 (2021), Artikel 580 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Student Centered Learning; Blended Learning; Metacognition; Case Studies; Undergraduate Students; Cooperative Learning; Interdisciplinary Approach; Material Development; Ethnography; Student Attitudes; Diaries; Models; Decision Making; Participant Observation; Foreign Countries; Course Descriptions; Finland + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Case study; Fallstudie; Case Study; Kooperatives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrmaterialentwicklung; Ethnografie; Schülerverhalten; Diary; Tagebuch; Analogiemodell; Decision-making; Entscheidungsfindung; Teilnehmende Beobachtung; Ausland; Kursstrukturplan; Finnland
Abstract	Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students' autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students' choices related to self-organization. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01