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

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dc.contributor.author Ritella, Giuseppe
dc.contributor.author Loperfido, Fedela Feldia
dc.date.accessioned 2021-10-12T07:58:01Z
dc.date.available 2021-10-12T07:58:01Z
dc.date.issued 2021-10
dc.identifier.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
dc.identifier.other PURE: 169374993
dc.identifier.other PURE UUID: 65c60751-d3bf-4959-88b4-b1db40e61ded
dc.identifier.other Scopus: 85115995914
dc.identifier.other ORCID: /0000-0002-0845-1266/work/101364741
dc.identifier.other WOS: 000712147100001
dc.identifier.uri http://hdl.handle.net/10138/335179
dc.description Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
dc.description.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. en
dc.format.extent 16
dc.language.iso eng
dc.relation.ispartof Education Sciences
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject MODELS
dc.subject blended learning
dc.subject chronotope
dc.subject cultural models
dc.subject higher education
dc.subject 516 Educational sciences
dc.title Students’ self-organization of the learning environment during a blended knowledge creation course en
dc.type Article
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.3390/educsci11100580
dc.relation.issn 2227-7102
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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