Open AccessEngaging students in co-creation of sociological knowledge and curriculum design as a form of deep engagement
Author(s) -
Paulina Billett,
Dona Martin
Publication year - 2018
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.15.5.7
Subject(s) - curriculum , class (philosophy) , reading (process) , student engagement , pedagogy , mathematics education , set (abstract data type) , perception , sociology , curriculum development , psychology , computer science , artificial intelligence , neuroscience , political science , law , programming language
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.