Site-specific focus groups: analysing learning spaces<i>in situ</i>

Duarte, Alexandra; Veloso, Luísa; Marques, Joana S.; Sebastião, João

doi:10.1080/13645579.2014.910743

Cited by 16 publications

(11 citation statements)

References 14 publications

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“…The pedagogical framework and its design principles were initially created with various stakeholders, following a participatory design approach (Könings et al, 2014 ; Mäkelä & Helfenstein, 2016 ; Pnevmatikos et al, 2021 ) and the grounded theory approach (Strauss & Corbin, 1998 ). Focus group techniques (Cortini et al, 2019 ; Duarte et al, 2015 ) were deemed adequate to involve various stakeholder groups in the participatory framework co-design in three phases of the study. The purpose of focus group 1 was to involve stakeholders in pedagogical framework development at a very early stage to enable inclusion of design principles in the framework relevant to key stakeholders.…”

Section: Methodsmentioning

confidence: 99%

“…The participants were given time to discuss each topic before writing their wishes down. While open conversation enabled the elicitation of collaborative ideas between stakeholder groups, writing wishes down enabled expressing oneself without the pressure or anxiety of voicing one’s views in front of others (Duarte et al, 2015 ). It also gave less extroverted participants a better chance to participate.…”

Section: Methodsmentioning

confidence: 99%

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Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design

Mäkelä

Fenyvesi

Kankaanranta

et al. 2022

Education Tech Research Dev

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The importance of engaging and effective learning environments for science, technology, engineering and mathematics (STEM) has been internationally recognised. However, no comprehensive pedagogical frameworks exist that support STEM learning environment design. In this study, a pedagogical framework and principles for STEM learning environment design were created based on participatory focus groups involving 10–18-year-old students, teachers, school directors, parents, university students and STEM professionals. Representatives of key stakeholder groups in Belarus, Finland, Germany, Greece and Spain (total n = 132) were invited to focus group discussions in which their wishes related to the pedagogical framework were collected. A second focus group discussion session, engaging the same stakeholder groups (total n = 137), was implemented to validate the framework. A final review for the framework and its design principles was conducted in online focus group sessions, involving 20 experts in curriculum, STEM, educational policy and/or educational technology from all participant countries. The co-designed framework, which is strengthened by the research literature, entails the following design principle categories: (1) General principles, (2) Cross-curricular skills, (3) Ways of teaching and learning, (4) Socio-emotional aspects and (5) Educational compatibility. The design principles created in this study have been employed in developing a hybrid (virtual, physical, formal, non-formal and informal) STEM environment, but they can be employed in any (STEM) learning environment design. Instead of focusing on singular design principles, we recommend considering a wide range of different design principles in order to support multiple ways of teaching and learning and to develop both subject-related and cross-curricular competencies.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design

Mäkelä

Fenyvesi

Kankaanranta

et al. 2022

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…As this study is intended to explore what contributes to the hedonic experience in visiting heritage sites, a qualitative method through an exploratory research was used (Creswell, 2002; Silverman, 2000; Babbie, 2016) and semi-structured interviews, or protocols, were considered an appropriate methodological option (Kastenholz et al , 2012; Blumenthal and Jensen, 2019; Chen, et al , 2020), as they allow for fluidity in the interviewee’s speech, permitting them to openly express their perceptions and interpretations about events, experiences and memories in (Creswell, 2002; Pardal and Lopes, 2011). The data collection strategy includes semi-structured interviews (Babbie, 2016) and in-situ focus groups (or site-specific focus groups) (Duarte et al , 2014, p. 386).…”

Section: Methodsmentioning

confidence: 99%

Hedonic experiences at heritage attractions: the visitor’s perspective

Bender

Guerreiro

Sequeira³

et al. 2021

IJCTHR

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Purpose The purpose of this study is to explore the hedonic experience and its formation at heritage attractions. Design/methodology/approach A qualitative and exploratory approach was applied, using data from 21 semi-structured interviews and three in-situ focus groups. Findings Findings highlight that senses, imagery and emotions are stimulated by the physical landscape and by triggers of memorable experiences. Research limitations/implications To further explore this topic, a broader range of heritage attractions and perspectives from the diverse stakeholders involved in the management and consumption of these sites is needed. Originality/value Given the scarcity of research dedicated to the hedonic experience at heritage sites, this study provides a contribution by exploring the visitor’s perspective and points out relevant insights. As the hedonic feelings of pleasure, comfort and related affective responses impact the quality of memorable experiences, relevant implications for theory and practice are discussed.

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“…The study employed participatory design approach [9,12] and focus group techniques [13]. Materials for the focus group sessions involving various stakeholders in the learning environment co-design were developed in collaboration with the partners participating in the STIMEY project, first in English, and then translated into local languages.…”

Section: Methodsmentioning

confidence: 99%

Considering Various Stakeholders’ Views in the Design of a Hybrid Stem Learning Environment - Perceptions From Finland and Greece

Mäkelä¹,

Pnevmatikos²,

Immonen³

et al. 2017

EDULEARN Proceedings

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Raising young people's interest in studies and careers related to science, technology, engineering, and mathematics (i.e., STEM) is an important societal concern both at European and global level. We argue that the creation of attractive and engaging STEM learning environments necessitates involvement of learners, educators, parents, and STEM professionals in their design. In this paper, we will present a study in which primary, lower and upper secondary school students, teachers, school directors, parents, and STEM professionals in Finland (n = 27) and Greece (n = 24) were invited in the participatory co-design of a hybrid (virtual, physical, formal, and informal) STEM learning environment. The aim of this paper is to present, first, a method employed for the participatory co-design, and, second, display the results from Finland and Greece regarding participants' shared wishes on teaching, learning, assessment, and motivation both in general and in relation to STEM subjects. In addition to recorded focus group discussions with these stakeholder groups and researchers, data were gathered by means of an online survey with open-ended questions which participants filled out during the co-design sessions. Data were analysed based on grounded theory approach and qualitative coding techniques. Amongst the most commonly shared wishes between different stakeholders in both countries raised during the sessions were the importance of connectedness of studies with students' life as well as the use of diverse teaching methods such as collaborative and ICT-enhanced learning. The results of this study are discussed towards to the creation of a pedagogical framework and design principles guiding the development of a hybrid learning environment consisting of components such as a social web platform, e-portfolio, robots, serious games, entrepreneurial tools, and digital radio connecting various stakeholders with an aim to increase youngsters' interest in STEM studies and careers. The results will also contribute to the understanding of how to raise interest in STEM in general. The study is a part of a broader European research project funded by the European Union's Horizon 2020 research and innovation program with partners in Belarus,

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Site-specific focus groups: analysing learning spacesin situ

Cited by 16 publications

References 14 publications

Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design

Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design

Hedonic experiences at heritage attractions: the visitor’s perspective

Considering Various Stakeholders’ Views in the Design of a Hybrid Stem Learning Environment - Perceptions From Finland and Greece

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