Collaborative Learning in Makerspaces: A Grounded Theory of the Role of Collaborative Learning in Makerspaces

Abstract

Makerspaces are a relatively new phenomenon that seem to create an innovative environment for individuals to work on projects and learn about technology. This article presents a grounded theory study, which investigates the impact that makerspaces have on innovation. Strauss and Corbin’s grounded theory methodology is used to research this exploratory topic. The data sample consists of 16 interviews of members of a makerspace in Shanghai, China. Data analysis was conducted abiding by Strauss and Corbin’s coding framework, entailing open coding, axial coding, and selective coding as well as coding tools, such as the coding paradigm and the conditional matrix. Collaborative learning was identified as the core phenomenon of this research, and The Collaborative Learning and its Outcomes Theory was created. The emergent theory contributes to the understanding of how makerspaces impact outcomes, such as innovation and venture creation, as well as explain how collaborative learning in conjunction with other modes of learning can facilitate learning at various complexities. As such, this study’s contributions are in developing the theoretical understanding of makerspaces as well as collaborative learning. It offers managerial and pedagogical implications that can help create learning environments where collaborative learning is fostered.

Learning to innovate: Students and teachers constructing collective innovation practices in a primary school’s makerspace

“…These features include rich technological resources, open knowledge transfer between teachers and students, access to tutoring, students' playful participation in projects, appreciating students' personal projects, and promoting their agency. However, current research falls short in providing theoretical explanations for how these features are connected to the everyday interactions between students and teachers in makerspaces (Oswald and Zhao, 2021;Gantert et al, 2022), especially in K-12 makerspaces (Rouse and Rouse, 2022). Thus, this study will provide new knowledge by mapping how innovative practices are constructed in an elementary school makerspace called the FUSE Studio.…”

“…Makerspaces have been recognized as potential learning environments to foster participants' engagement in innovation practices and developing related skills (e.g., Hughes and Morrison, 2020;Oswald and Zhao, 2021). Makerspaces have been conceptualized as knowledge building communities in which new knowledge is collectively built and shared (Martin, 2015; see also Kajamaa et al, 2018;Kajamaa and Kumpulainen, 2020).…”

“…It is argued that the exchange of ideas, information, and resources that typically occurs in makerspaces promotes innovation (Beltagui et al, 2021). Despite the growing understanding of makerspaces as being conducive for innovation practices, there is a lack of theoretical explanation for how they do so and what underlying mechanisms are at play (Oswald and Zhao, 2021;Gantert et al, 2022). Further, the way in which innovation practices are formed in makerspaces has been particularly overlooked in the K-12 context (Rouse and Rouse, 2022).…”

“…For example, during making activities participants can act as learners, mentors, or experts, depending on their knowledge and skills related to the task at hand (Sheridan et al, 2013;Leskinen et al, 2021Leskinen et al, , 2022. Such circumstances that allow individuals to deviate from established social roles, enhance community interaction and construction of community knowledge (Oswald and Zhao, 2021), which in turn, nourishes a culture of open exchange of information typically viewed as essential for innovation (Halbinger, 2018;Geser et al, 2019). In addition, the study by Bull et al (2017) conducted in an elementary context showed that such community interaction can promote remixing of existing ideas, which can be viewed as important for innovative practices.…”

Strategi Guru Membantu Siswa dalam Melakukan Penyesuaian Sikap: Studi pada Siswa Tahun Pertama Sekolah Dasar Pedesaan

“…Selective Coding adalah langkah metodis untuk mengintegrasikan kategori-kategori yang telah dihubungkan melalui Axial Coding dan mengelaborasinya ke dalam teori (Kim et al, 2021;Oswald & Zhao, 2021). Pada tahap ini, kategori penelitian kunci diidentifikasi, asosiasi dengan kategori lain didefinisikan, dan kategori dijelaskan.…”