Developing Knowledge Work Skills in a University Course

Autor/inn/en	Sansone, N.; Cesareni, D.; Ligorio, M. B.; Bortolotti, I.; Buglass, S. L.
Titel	Developing Knowledge Work Skills in a University Course
Quelle	In: Research Papers in Education, 35 (2020) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sansone, N.) ORCID (Cesareni, D.) ORCID (Ligorio, M. B.) ORCID (Bortolotti, I.) ORCID (Buglass, S. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1677754
Schlagwörter	Student Attitudes; College Students; Foreign Countries; Program Effectiveness; Employment Qualifications; Job Skills; Student Projects; Learning Activities; Interaction; Knowledge Level; Skill Development; Change; Reflection; Educational Technology; Technology Uses in Education; Blended Learning; Teaching Methods; Learning Modules; 21st Century Skills; Italy (Rome) + Suchen Sie Ihr Suchwort? Schülerverhalten; Collegestudent; Ausland; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Produktive Fertigkeit; Schulprojekt; Lernaktivität; Interaktion; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Wandel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning module; Lernmodul
Abstract	A blended university course whose design is inspired by the Trialogical Learning Approach is presented. The structure, activities, and content of the course are described in detail and followed by an explorative case-study conducted on data collected during the 2017-2018 edition of the course. The general aim was to understand the impact of the course on students' perceptions of their acquisition of knowledge work skills and on their overall appreciation of the course. One hundred and nine psychology students voluntarily participated in a course titled 'Experimental Pedagogy' held at Sapienza, University of Rome (IT). The data collection was informed by the trialogical design principles that inspired the course and defined the knowledge work skills to be observed, i.e. collaboration, continuous improvement, and digital skills. Two anonymous self-report questionnaires were administered. Data was analysed using a mixed-methods (qualitative and quantitative) approach. Results indicated that the course was perceived to effectively promote the majority of the intended skills. Moreover, students appreciated the possibility to concretely work on a project-based learning activity that allowed them to create a shared and meaningful object and reflect their actual learning as intended by the theoretical approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01