Use this url to cite publication: https://hdl.handle.net/20.500.12259/108615
Publication type
type::text::periodical::journal::contribution to journal::journal article::research article
Type of publication (PDB)
Straipsnis Clarivate Analytics Web of Science / Article in Clarivate Analytics Web of Science (S1)
Title
Co-creation of learning: a concept analysis
Is part of
European journal of contemporary education. Bratislava : Academic Publishing House Researcher s.r.o., 2020, vol. 9, iss. 2
Extent
p. 337-349
Publisher
Bratislava : Academic Publishing House Researcher s.r.o
Date Issued
2020
ISSN (of the container)
2304-9650
DOI
https://doi.org/10.13187/ejced.2020.2.337
WOS
WOS:000542265300006
Other Identifier(s)
VDU02-000063907
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.
Bibliographic Details
41
Coverage Spatial
SK
Language
Anglų / English (en)