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Co-creating with students to promote science of learning in higher education: an international pioneer collaborative effort for asynchronous teaching

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Title: Co-creating with students to promote science of learning in higher education: an international pioneer collaborative effort for asynchronous teaching
Authors: Schmied, A
Ntonia, I
Ng, MKJ
Zhu, Y
Gibbs, F
Zou, HG
Item Type: Journal Article
Abstract: Recent insights from Science of Learning (SoL) are informing instruction, training, and curriculum. Here, we present a project on promoting SoL-related content through co-creating online asynchronous learning resources. By building a 7-person cross-institution team, we strategically harnessed (1) student-faculty partnerships as a mechanism to promote training and professional development, (2) co-creation as a model to curricula development, (3) blended asynchronous learning as a modality for content delivery, and (4) internationalization as a strategy to embrace globalization. This co-creation of curricula project included three stages—literature review, design and production, and evaluation. The project evaluation deployed a mixed methods approach with 6 student evaluators across both participating institutions, who explored the effectiveness of the learning resources. In addition, student partners contributed reflective statements on their co-creation experience. This paper reports on the procedural pipeline to co-creation and the project evaluation, as well as on new insights emerging for curriculum development. We conclude that project's co-created learning resources may enhance effectiveness of instructional design and students’ learning experience. Further, we demonstrate that student partners acquire new knowledge and research, design and delivery skills, futureproofing their academic progression.
Issue Date: Jun-2024
Date of Acceptance: 3-May-2024
URI: http://hdl.handle.net/10044/1/112286
DOI: 10.1016/j.tine.2024.100229
ISSN: 2211-9493
Publisher: Elsevier
Journal / Book Title: Trends in Neuroscience and Education
Volume: 35
Copyright Statement: © 2024 The Author(s). Published by Elsevier GmbH. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Publication Status: Published
Article Number: 100229
Online Publication Date: 2024-05-09
Appears in Collections:Central Faculty



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