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ERIC Number: EJ1144053
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: N/A
Colliding Collaboration in Student-Centred Learning in Higher Education
Harju, Anne; Ã…kerblom, Annika
Studies in Higher Education, v42 n8 p1532-1544 2017
The paper deals with the assumption that student-centred learning enhances students' sense of involvement and facilitates a recontextualization of their experiences into valid knowledge in an academic context. Bernstein's concepts of classification and framing of knowledge and his distinctions between horizontal and vertical knowledge codes are used to explore these assumptions, focusing on the regulation of educational knowledge in one case of student-centred learning. Based on the results, we problematize the assumption that student-centred learning enhances students' sense of involvement and gives them power and control over the knowledge production. We also problematize the assumption that student-centred learning in higher education facilitates a recontextualization of students' former experiences, for example, connected to work practice. The horizontal and vertical knowledge codes ultimately did not meet in the project; instead, the two different discourses formed competing and colliding frameworks.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A