Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/108615
Type of publication: Straipsnis Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or / and Scopus (S1)
Field of Science: Edukologija / Education (S007)
Author(s): Kaminskienė, Lina;Žydžiūnaitė, Vilma;Jurgilė, Vaida;Ponomarenko, Tetiana
Title: Co-creation of learning: a concept analysis
Is part of: European journal of contemporary education. Bratislava : Academic Publishing House Researcher s.r.o., 2020, vol. 9, iss. 2
Extent: p. 337-349
Date: 2020
Keywords: Co-creation of learning;Learner’s agency, , collaboration;Transformative practice
Abstract: This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept co-creation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner’s agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners’ empowerment were identified as the consequences of co-creation of learning
Internet: http://ejournal1.com/pdf.html?n=1592383988.pdf
Affiliation(s): Edukologijos tyrimų institutas
Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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