Enhancing Teaching and Learning through the Co-Creative Learning Community Approach

Autor/in	Juusola, Katariina
Titel	Enhancing Teaching and Learning through the Co-Creative Learning Community Approach
Quelle	In: Educational Action Research, 31 (2023) 1, S.102-117 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Juusola, Katariina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2023.2166090
Schlagwörter	Teaching Methods; Learning Processes; Communities of Practice; Learner Engagement; Educational Improvement; College Faculty; Active Learning; Foreign Countries; Action Research; Barriers; School Business Relationship; Universities; 21st Century Skills; Skill Development; Undergraduate Students; Capstone Experiences; Strategic Planning; Business Administration Education; Middle East; United Arab Emirates + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Community; Teaching improvement; Unterrichtsentwicklung; Fakultät; Aktives Lernen; Ausland; Projektforschung; University; Universität; Kompetenzentwicklung; Qualifikationsentwicklung; Strategy; Planning; Strategie; Planung; Vorderasien; Vereinigte Arabische Emirate
Abstract	This study is positioned at the crossroads of pedagogical action learning and action research, as it addresses the challenges in designing and implementing action-learning approaches in the Middle East. In particular, it focuses on the United Arab Emirates (UAE) and draws from a reflective analysis of a university-industry 'business challenge' collaboration. This resulted in the development of the co-creative learning community (CCLC) approach in which students, instructor, academic peers, and business practitioners can engage in co-creative, collective learning. The CCLC model was found to be an effective, learner-centric approach that can improve student engagement while addressing complex learning goals, as it requires active collaboration and knowledge exchange between the learning community participants. The CCLC model developed in this study will benefit university faculty in the Middle East who aim to incorporate action learning in their classrooms to facilitate the learning of a more complex set of skills, as expected from 21st-century higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01