Colliding Collaboration in Student-Centred Learning in Higher Education

Autor/inn/en	Harju, Anne; Åkerblom, Annika
Titel	Colliding Collaboration in Student-Centred Learning in Higher Education
Quelle	In: Studies in Higher Education, 42 (2017) 8, S.1532-1544 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1113954
Schlagwörter	Student Centered Learning; Higher Education; Cooperative Learning; Undergraduate Students; Theses; Foreign Countries; Teacher Education Programs; Seminars; Qualitative Research; Educational Practices; Sweden + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kooperatives Lernen; These; Ausland; Seminar; Qualitative Forschung; Bildungspraxis; Schweden
Abstract	The paper deals with the assumption that student-centred learning enhances students' sense of involvement and facilitates a recontextualization of their experiences into valid knowledge in an academic context. Bernstein's concepts of classification and framing of knowledge and his distinctions between horizontal and vertical knowledge codes are used to explore these assumptions, focusing on the regulation of educational knowledge in one case of student-centred learning. Based on the results, we problematize the assumption that student-centred learning enhances students' sense of involvement and gives them power and control over the knowledge production. We also problematize the assumption that student-centred learning in higher education facilitates a recontextualization of students' former experiences, for example, connected to work practice. The horizontal and vertical knowledge codes ultimately did not meet in the project; instead, the two different discourses formed competing and colliding frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01