Co-creation of Learning: A Concept Analysis

Abstract

This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept cocreation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner's agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners' empowerment were identified as the consequences of co-creation of learning.

Pensamiento de diseño como agente de transformación en los procesos formativos

“…La última recomendación se orienta hacia la implementación de prácticas de diseño en el aula que impulsen la RCP, en donde los estudiantes asuman roles y responsabilidades específicas (Brinck et al, 2020) en procesos de co-creación del aprendizaje (Kaminskienė et al, 2020), acciones pensadas en función de los RAE, mediante estrategias pedagógicas relevantes y creativas. En este sentido, se formula la pregunta: ¿cómo se integran procesos de codiseño en el aula?…”

Academic co-creation: development and validation of a short scale

“…Recently, this term is spreading in academia due to teacher-student interaction (Bovill, 2019). As a result of this dynamic, knowledge is built, focused on the student (Dollinger et al, 2018;Lystbaek et al, 2019), who elaborates a final learning product based on an interactive experience (Kaminskiene et al, 2020). In this context, Academic Co-creation can be defined as the interaction between the student, their peers, or the teacher, which favors the active teachinglearning process through the joint realization of academic actions (The justification of this method appears in Table 1).…”

“…In higher education, there are some factors associated with Co-creation, such as academic engagement (Tarı and Mercan, 2020), satisfaction along with positive experiences during classes (Lubicz-Nawrocka, 2018), motivation, quality of communication, an adequate teacher-student relationship, creativity, flexibility (Kaminskiene et al, 2020) and the short duration of lectures (Bovill, 2020). In turn, teachers must have the ability to create activities that take students out of their comfort zone and create new learning spaces (Kaminskiene et al, 2020), such as the development of negotiation skills and an ability to manage frustrating situations (Iversen and Pedersen, 2017) that may arise during teamwork in the classroom.…”

“…Co-creation in education breaks with traditional teacher-centered models, giving protagonist to the student, who plays an active role in their learning process (Kaminskiene et al, 2020). This strengthens their sense of belonging, commitment, positive experiences, and closeness with the teacher, increasing the value of learning and its outcomes (Dollinger et al, 2018;Lystbaek et al, 2019).…”

Systematic Literature Review on Agentic Engagement: Clarifying a Co-Creation Perspective

“…Co-creation of learning involves an interactive process with students and teachers that aims at collaborative value creation and promotes students' agency and development of metacognitive skills (Kaminskienė et al, 2020). It can be implemented within the existing curriculum or as a means for designing a new one.…”