Co-Creation in Learning and Teaching: The Case for a Whole-Class Approach in Higher Education

Autor/in	Bovill, Catherine
Titel	Co-Creation in Learning and Teaching: The Case for a Whole-Class Approach in Higher Education
Quelle	In: Higher Education: The International Journal of Higher Education Research, 79 (2020) 6, S.1023-1037 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bovill, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-019-00453-w
Schlagwörter	Higher Education; Partnerships in Education; Classes (Groups of Students); Peer Relationship; Teacher Student Relationship; Inclusion; Teaching Methods + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Klassengemeinschaft; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There is a wide range of activity in the higher education sector labelled 'students as partners' and 'co-creation in learning and teaching'. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students' programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01