Literaturnachweis - Detailanzeige
| Autor/inn/en | Kaminskiene, Lina; Žydžiunaite, Vilma; Jurgile, Vaida; Ponomarenko, Tetiana |
|---|---|
| Titel | Co-Creation of Learning: A Concept Analysis |
| Quelle | In: European Journal of Contemporary Education, 9 (2020) 2, S.337-349 (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2305-6746 |
| Schlagwörter | Cooperative Learning; Cooperation; Partnerships in Education; Teacher Role; Student Role; Power Structure; Interaction; Student Participation; Communities of Practice; Metacognition; Participative Decision Making; Scaffolding (Teaching Technique); Formative Evaluation; Transformative Learning; Values |
| Abstract | This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept co-creation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner's agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners' empowerment were identified as the consequences of co-creation of learning. (As Provided). |
| Anmerkungen | Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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