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

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

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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

Titel: Students’ self-organization of the learning environment during a blended knowledge creation course
Författare: Ritella, Giuseppe; Loperfido, Fedela Feldia
Upphovmannens organisation: Department of Education
Datum: 2021-10
Språk: eng
Sidantal: 16
Tillhör serie: Education Sciences
ISSN: 2227-7102
DOI: https://doi.org/10.3390/educsci11100580
Permanenta länken (URI): http://hdl.handle.net/10138/335179
Abstrakt: 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.
Beskrivning: Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
Subject: MODELS
blended learning
chronotope
cultural models
higher education
516 Educational sciences
Referentgranskad: Ja
Licens: cc_by
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion


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