Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/108615
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dc.contributor.authorKaminskienė, Lina-
dc.contributor.authorŽydžiūnaitė, Vilma-
dc.contributor.authorJurgilė, Vaida-
dc.contributor.authorPonomarenko, Tetiana-
dc.coverage.spatialSK-
dc.date.accessioned2020-06-17T19:36:17Z-
dc.date.available2020-06-17T19:36:17Z-
dc.date.issued2020-
dc.identifier.issn23049650-
dc.identifier.otherVDU02-000063907-
dc.identifier.urihttp://ejournal1.com/pdf.html?n=1592383988.pdf-
dc.description.abstractThis 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 learningen
dc.description.sponsorshipEdukologijos tyrimų institutas-
dc.description.sponsorshipVytauto Didžiojo universitetas-
dc.description.sponsorshipŠvietimo akademija-
dc.format.extentp. 337-349-
dc.language.isoen-
dc.relation.ispartofEuropean journal of contemporary education. Bratislava : Academic Publishing House Researcher s.r.o., 2020, vol. 9, iss. 2-
dc.relation.isreferencedbyEmerging Sources Citation Index (Web of Science)-
dc.relation.isreferencedbyScopus-
dc.relation.isreferencedbyAcademic Search Complete (EBSCO)-
dc.relation.isreferencedbyERIC-
dc.subjectCo-creation of learningen
dc.subjectLearner’s agency, , collaborationen
dc.subjectTransformative practiceen
dc.subject.otherEdukologija / Education (S007)-
dc.titleCo-creation of learning: a concept analysisen
dc.typeStraipsnis Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or / and Scopus (S1)-
dc.identifier.doihttps://doi.org/10.13187/ejced.2020.2.337-
dc.identifier.isiWOS:000542265300006-
dcterms.bibliographicCitation41-
dc.date.updated2020-07-14T13:31Z-
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crisitem.author.deptEdukologijos tyrimų institutas-
crisitem.author.deptEdukologijos tyrimų institutas-
crisitem.author.deptŠvietimo akademija-
crisitem.author.deptŠvietimo akademija-
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications
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