Students’ self-organization of the learning environment during a blended knowledge creation course

Show full item record



Permalink

http://hdl.handle.net/10138/335179

Citation

Ritella , G & Loperfido , F F 2021 , ' Students’ self-organization of the learning environment during a blended knowledge creation course ' , Education Sciences , vol. 11 , no. 10 , 580 . https://doi.org/10.3390/educsci11100580

Title: Students’ self-organization of the learning environment during a blended knowledge creation course
Author: Ritella, Giuseppe; Loperfido, Fedela Feldia
Contributor: University of Helsinki, Department of Education
Date: 2021-10
Language: eng
Belongs to series: Education Sciences
ISSN: 2227-7102
URI: http://hdl.handle.net/10138/335179
Abstract: Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students’ autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students’ choices related to self-organization.
Subject: Blended learning
Chronotope
Cultural models
Higher education
516 Educational sciences
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
education_11_00580.pdf 1.747Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record