Re-designing university courses to support collaborative knowledge creation practices

Lakkala, Minna; Toom, Auli; Ilomäki, Liisa; Muukkonen, Hanni

doi:10.14742/ajet.2526

Cited by 34 publications

(45 citation statements)

References 32 publications

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“…The statements were not originally developed for research purposes, but the organizers wanted to be able to compare the results to the feedback from previous years. The two open-ended questions were adopted from previous studies investigating students' self-reported experiences in university courses (e.g., Lakkala, Toom, Ilomäki, & Muukkonen, 2015).…”

Section: Data Collectionmentioning

confidence: 99%

Evaluating the pedagogical quality of international summer courses in a university program

Lakkala¹,

Ilomäki²,

Mikkonen³

et al. 2017

IJRSE

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The study evaluated the pedagogical quality of 16 university courses in a three-week international summer program. Short-term study-abroad programs have gained increasing popularity, but their pedagogical approaches have not been investigated widely before. Lesson observations, teacher interviews, and course materials were used to investigate the pedagogical approach of the courses. Answers to an online feedback form were used to examine students' study experiences. The courses were categorized into the following three pedagogical types: Self-directed academic studying, Practices of active learning, and Practices of shared expertise. Based on the survey data, the students valued the second and third types of courses more than the first type. Factors that students mentioned as positive in their open-ended responses were related to high-quality teaching arrangements, expert knowledge and practices, intercultural social interaction, and interesting and useful course content. Innovative pedagogy in international courses would include taking the multicultural assembly of participants into account to support multifaceted knowledge sharing and the development of cultural expertise in the target domain. The results can be used to create criteria and guidelines for subsequent courses, to develop feedback instruments, and in teacher training.

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Section: Data Collectionmentioning

confidence: 99%

Evaluating the pedagogical quality of international summer courses in a university program

Lakkala¹,

Ilomäki²,

Mikkonen³

et al. 2017

IJRSE

Self Cite

View full text Add to dashboard Cite

show abstract

“…Across disciplines there has also been a call to ensure that students learn generic competencies including critical and analytical thinking (e.g. Strijbos et al, ) as well as knowledge work competencies that describe utilization of collective efforts facing open‐ended problems, the rich use of modern technologies, encounters with real‐world complexity through work life contacts and developing specific tasks for some relevant use (Lakkala et al, ). In addition to communication skills, other nontechnical professional competencies, such as empathy and self‐efficacy, have also been supported by evidence to be important elements of professionalism (Mueller, ; Cake et al, ).…”

Section: Introductionmentioning

confidence: 99%

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Laakkonen

Muukkonen

2018

Anatomical Sciences Ed

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Collaborative learning has been used in anatomy courses to support students' learning of challenging topics but the success of group work depends significantly on the students' ability to communicate in a professional manner. Veterinary students' experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students' experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession.

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“…The first implementations are often something between the previous and the new targeted practices, as noticed when revising higher education courses through the TLA [37]. Similarly, in the investigated school, the second implementations were improved versions of the first ones, just as were the teachers' new ideas for the future.…”

Section: Discussionmentioning

confidence: 98%

Teacher Learning within a Multinational Project in an Upper Secondary School

Ilomäki

Lakkala

Toom

et al. 2017

Education Research International

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In this case study, we investigated teachers' professional learning within a multinational project in an upper secondary school. The aim of the study was to investigate how the participating teachers adopted and applied the trialogical approach (TLA) in their pedagogical practices and their challenges in doing that. The mixed method approach was used for data collection and analysis. About one-fourth of the teachers participated in the activities, ten females and three males. Three groups were identified, based on their activity in the project: pilot teachers, active adopters, and adopters. Altogether 79 students (38 males and 41 females) answered a questionnaire concerning the pedagogical practices. The pedagogical revisions were well in line with TLA; the revised courses as well as new iterations and new ideas were indicators of the teachers' creative implementation processes. However, some of the TLA ideas were more difficult to apply in an upper secondary school context; for example, the implementation of ideas involving crossfertilization with other organizations and cultures was rare. In order to learn new pedagogical practices, teachers need organized time for collaborative planning, for reflecting, and for sharing.

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Re-designing university courses to support collaborative knowledge creation practices

Cited by 34 publications

References 32 publications

Evaluating the pedagogical quality of international summer courses in a university program

Evaluating the pedagogical quality of international summer courses in a university program

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Teacher Learning within a Multinational Project in an Upper Secondary School

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