Quantification of Influences on Student Perceptions of Group Work

Abstract

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 whichco-creationof 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.

Dispersed assessment: A novel approach to enhancing student engagement during and beyond Covid-19

“…Fourthly, students’ involvement in enriching educational experiences impacts positively on student engagement ( Umbach & Wawrzynski, 2005 ). This is echoed in other recent studies that have investigated the link between enriched educational experiences and student engagement ( Billett & Martin, 2018 ; Menkhoff & Bengtsson, 2012 ; Robinson & Hullinger, 2008 ). Kezar and Kinzie (2006 , p. 162) state that “an enriching educational environment becomes one where students are charged to create experiences on their own to challenge each other.”…”

Literature review of value co-creation in education institutes: current states and future perspectives

“…It is also worth noting that both students and staff find the curriculum co-creation processes extremely meaningful and enjoyable (Dollinger et al, 2018;Lubicz-Nawrocka, 2019b;Lubicz-Nawrocka, 2019b;Temple Clothier & Matheson, 2019). Finally, the positive outcomes of co-creation curriculum include professional development and employability (Billett & Martin, 2018;Dickerson et al, 2016) as well as personal development (Bovill, 2020b;Lubicz-Nawrocka, 2019b).…”