Value Co-Creation in the Tunnel Engineering Course Design and Implementation

Abstract

To meet the requirements of the new curriculum, the syllabus of the course Tunnel Engineering is revised accordingly, with value co-creation in learning and teaching under consideration. The course design and implementation plan development are led by a staff group, but founded on the features and basic requirement of the course, in terms of professional capacity, and the knowledge background and intentions of the students. The effect and results of the value co-creation in learning and teaching plan implementation are evaluated with the consonance and resonance effects of the interaction between the students and the instructors, and the course implementation plan is accordingly tuned to inspire and guide students to become self-directed and critical thinkers. The experience shows that as the student-staff partnership frameworks are of features, of course, own working context, a viable value co-creation approach in the learning and teaching process can make the education flexible and effective, and beneficial to all of the active participants.

Students as partners in China: Investigating the potentials and possibilities for growing practices across universities

“…For example, advocated that "students should be empowered to express their views on the design and delivery of teaching and learning" (p. 52), suggesting more active feedback. Ma (2020) involved students as co-creators in course design and implementation at Chang'an University. Beyond giving feedback, practices of learner-teacher information sharing, co-creation, and working together are emerging.…”