ERIC Number: EJ1200707
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1449-9789
EISSN: N/A
Engaging Students in Co-Creation of Sociological Knowledge and Curriculum Design as a Form of Deep Engagement
Billett, Paulina; Martin, Dona
Journal of University Teaching and Learning Practice, v15 n5 Article 7 2018
This article is based on the findings of a three-year study on the outcomes of involving students in the cocreation of knowledge and pedagogical design, 2014, 2015, 2016. It involves three cohorts of second year Sociology students at an Australian University. Data came from recording engagement in class discussion, completion of set reading material, performance in assignments as well as student and lecturer perceptions of overall levels of engagement. Findings demonstrate ways in which co-creation of knowledge and curriculum design assisted students to engage more deeply in the learning process. Authors posit that co-production of knowledge and shared curriculum development aid in promoting deeper teaching and learning practices.
Descriptors: Outcomes of Education, Student Participation, College Students, Sociology, Foreign Countries, Learner Engagement, Curriculum Design, Curriculum Development, Student Developed Materials, Professional Development, Participative Decision Making, Teacher Student Relationship, Cooperation
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
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: Australia
Grant or Contract Numbers: N/A