18,571
Views
58
CrossRef citations to date
0
Altmetric
AMEE GUIDE

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

ORCID Icon, , ORCID Icon, ORCID Icon & ORCID Icon

References

  • Behrend R, Franz A, Czeskleba A, Maaz A, Peters H. 2019. Student participation in the development of interprofessional education courses: perceptions and experiences of faculty members and the students. Med Teach. 41(12):1366–1371.
  • Bergmark U, Westman S. 2016. Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning. Int Acad Devel. 21(1):28–40.
  • Björklund TA, Keipi T, Celik S, Ekman K. 2019. Learning across silos: design factories as hubs for co‐creation. Eur J Educ. 54(4):552–565.
  • Blair E, Valdez Noel K. 2014. Improving higher education practice through student evaluation systems: is the student voice being heard? Assess Eval High Educ. 39(7):879–894.
  • Blau I, Shamir-Inbal T. 2018. Digital technologies for promoting “student voice” and co-creating learning experience in an academic course. Instr Sci. 46(2):315–336.
  • Bovill C. 2013a. An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innov Educ Teach Int. 51(1):15–25.
  • Bovill C. 2013b. Students and staff co-creating curricula – A new trend or an old idea we never got around to Implementing? In C. Rust (Ed.), Improving student learning through research and scholarship: 20 years of ISL. Oxford: Oxford Centre for Staff and Educational Development; p. 96–108.
  • Bovill C. 2020. Co-creation in learning and teaching: the case for a whole-class approach in higher education. High Educ. 79(6):1023–1037.
  • Bovill C, Bulley CJ. 2011. A model of active student participation in curriculum design: exploring desirability and possibility. In C. Rust (Ed.), Improving student learning: global theories and local practices: institutional, disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development; p. 176–188.
  • Bovill C, Cook‐Sather A, Felten P. 2011. Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers. Int J Acad Dev. 16(2):133–145.
  • Bovill C, Cook-Sather A, Felten P, Millard L, Moore-Cherry N. 2016. Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. High Educ. 71(2):195–208.
  • Bovill C, Woolmer C. 2019. How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. High Educ. 78(3):407–422.
  • Brooman S, Darwent S, Pimor A. 2015. The student voice in higher education curriculum design: is there value in listening? Innov Edu Teach Int. 52(6):663–674.
  • Brown A. 2018. Engaging students as partners in developing online learning and feedback activities for first-year fluid mechanics. Euro J Eng Edu. 43(1):26–39.
  • Brown N. 2019. Partnership in learning: how staff-student collaboration can innovate teaching. Euro J Teach Educ. 42(5):608–620.
  • Burke C, Könings KD. 2016. Recovering lost histories of educational design: a case study in contemporary participatory strategies. Oxford Rev Educ. 42(6):721–732.
  • Carey P. 2013. Student as co-producer in a marketised higher education system: a case study of students’ experience of participation in curriculum design. Innov Educ Teach Int. 50(3):250–260.
  • Cober R, Tan E, Slotta J, So H-J, Könings KD. 2015. Teachers as participatory designers: two case studies with technology-enhanced learning environments. Instr Sci. 43(2):203–228.
  • Cook‐Sather A. 2009. From traditional accountability to shared responsibility: the benefits and challenges of student consultants gathering midcourse feedback in college classrooms. Assess Eval High Educ. 34(2):231–241.
  • Cook-Sather A. 2014. Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development. Int J Acad Dev. 19(3):186–198.
  • Cook-Sather A. 2015. Dialogue across differences of position, perspective, and identity: reflective practice in/on a student-faculty pedagogical partnership program. Teach Coll Rec. 117(2015):2.
  • Cook-Sather A. 2017. Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers. Br J Educ Technol. 48(5):1143–1152.
  • Cook-Sather A, Bovill C, Felten P. 2014. Engaging students as partners in learning and teaching: a guide for faculty. San Francisco (CA): John Wiley & Sons.
  • Cook-Sather A, Luz A. 2015. Greater engagement in and responsibility for learning: what happens when students cross the threshold of student–faculty partnership. High Edu Res Dev. 34(6):1097–1109.
  • Cook-Sather A, Schlosser JA, Sweeney A, Peterson LM, Cassidy KW, Colón García A. 2018. The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development. Int J Acad Dev. 23(2):123–134.
  • Deeley SJ, Bovill C. 2017. Staff student partnership in assessment: enhancing assessment literacy through democratic practices. Assess Eval High Educ. 42(3):463–477.
  • Detert JR, Edmondson AC. 2011. Implicit voice theories: taken-for-granted rules of self-censorship at work. Acad Manag J. 54(3):461–488.
  • Dollinger M, Lodge J, Coates H. 2018. Co-creation in higher education: towards a conceptual model. J Mark High Educ. 28(2):210–231.
  • Dudek NL, Dojeiji S, Day K, Varpio L. 2016. Feedback to supervisors: is anonymity really so important? Acad Med. 91(9):1305–1312.
  • Edmondson AC. 2018. The fearless organization: creating psychological safety in the workplace for learning, innovation, and growth. San Francisco (CA): John Wiley & Sons.
  • Edmondson AC, Lei Z. 2014. Psychological safety: the history, renaissance, and future of an interpersonal construct. Annu Rev Organ Psychol Organ Behav. 1(1):23–43.
  • Englander R, Holmboe E, Batalden P, Caron RM, Durham CF, Foster T, Ogrinc G, Ercan-Fang N, Batalden M. 2019. Coproducing health professions education: a prerequisite to coproducing health care services? Acad Med. 95(7):1006–1013.
  • Enright E, Coll L, Ní Chróinín D, Fitzpatrick M. 2017. Student voice as risky praxis: democratising physical education teacher education. Phys Educ Sport Pedagogy. 22(5):459–472.
  • Freeman R, Millard L, Brand S, Chapman P. 2014. Student academic partners: student employment for collaborative learning and teaching development. Innov Educ Teach Int. 51(3):233–243.
  • Georgakopoulou A. 2013. Building iterativity into positioning analysis: a practice-based approach to small stories and self. Narrat Inqu. 23(1):89–110.
  • Geraghty JR, Young AN, Berkel TDM, Wallbruch E, Mann J, Park YS, Hirshfield LE, Hyderi A. 2020. Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education . Perspect Med Educ. 9(1):60–65.
  • Golding C, Adam L. 2016. Evaluate to improve: useful approaches to student evaluation. Assess Eval High Educ. 41(1):1–14.
  • Gros B, López M. 2016. Students as co-creators of technology-rich learning activities in higher education. Int J Educ Technol High Educ. 13(1):e0026.
  • Harden RM, Lilley P. 2018. The eight roles of the medical teacher: the purpose and function of a teacher in the healthcare professions. London: Elsevier Health Sciences.
  • Harrison CJ, Könings KD, Schuwirth LWT, Wass V, van der Vleuten CPM. 2017. Changing the culture of assessment: the dominance of the summative assessment paradigm. BMC Med Educ. 17(1):73.
  • Healey M, Flint A, Harrington K. 2016. Students as partners: reflections on a conceptual model. Teach Learn Inqu. 4(2):3.
  • Healey M, Healey RL. 2019. Students as partners guide: student engagement through partnership. https://www.advance-he.ac.uk/news-and-views/student-engagement-through-partnership.
  • Hill J, Healey RL, West H, Déry C. 2019. Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing. J Geogr High Educ. DOI:10.1080/03098265.2019.1661366.
  • Jensen K, Bennett L. 2016. Enhancing teaching and learning through dialogue: a student and staff partnership model. Int J Acad Dev. 21(1):41–53.
  • Kadi-Hanifi K, Dagman O, Peters J, Snell E, Tutton C, Wright T. 2014. Engaging students and staff with educational development through appreciative inquiry. Innov Educ Teach Int. 51(6):584–594.
  • Könings KD, Bovill C, Woolner P. 2017. Towards an interdisciplinary model of practice for participatory building design in education. Eur J Educ. 52(3):306–317.
  • Könings KD, Brand-Gruwel S, van Merriënboer JJG. 2010a. An approach to participatory instructional design in secondary education: an exploratory study. Educational Research. 52(1):45–59.
  • Könings KD, Brand-Gruwel S, van Merriënboer JJG. 2010b. Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instr Sci. 39(5):737–762.
  • Könings KD, McKenney S. 2017. Participatory design of (built) learning environments. Eur J Educ. 52(3):247–252.
  • Könings KD, Seidel T, van Merriënboer JJG. 2014. Participatory design of learning environments: Integrating perspectives of students, teachers, and designers. Instr Sci. 42(1): 1–19.
  • Koutamanis A, Heuer J, Könings KD. 2017. A visual information tool for user participation during the lifecycle of school building design: BIM. Eur J Educ. 52(3):295–305.
  • Little S. 2016. Promoting a collective conscience: designing a resilient staff–student partnership model for educational development. Int J Acad Dev. 21(4):273–285.
  • Marquis E, Black C, Healey M. 2017. Responding to the challenges of student-staff partnership: the reflections of participants at an international summer institute. Teach High Educ. 22(6):720–735.
  • Marquis E, Jayaratnam A, Lei T, Mishra A. 2019. Motivations, barriers, & understandings: how students at four universities perceive student–faculty partnership programs. High Edu Res Dev. 38(6):1240–1254.
  • Martens SE, Meeuwissen SNE, Dolmans D, Bovill C, Konings KD. 2019a. Student participation in the design of learning and teaching: Disentangling the terminology and approaches. Med Teach. 41(10):1203–1205.
  • Martens SE, Spruijt A, Wolfhagen IHAP, Whittingham JRD, Dolmans DHJM. 2019b. A students’ take on student–staff partnerships: experiences and preferences. Assess Eval High Educ. 44(6):910–919.
  • Martens SE, Wolfhagen I, Whittingham JRD, Dolmans D. 2020. Mind the gap: teachers’ conceptions of student-staff partnership and its potential to enhance educational quality. Med Teach. 42(5):529–535.
  • Matthews KE, Dwyer A, Hine L, Turner J. 2018. Conceptions of students as partners. High Educ. 76(6):957–971.
  • McVee MB, Brock CH, Glazier JA. 2011. Sociocultural positioning in literacy: Exploring culture, discourse, narrative, & power in diverse educational contexts. Cresskill (NJ): Hampton Press.
  • Meeuwissen SNE, Spruijt A, van Veen JW, de Goeij A. 2019. Student participation in governance of medical and veterinary education: experiences and perspectives of student representatives and program directors. Adv Health Sci Educ Theory Pract. 24(4):665–690.
  • Milles LS, Hitzblech T, Drees S, Wurl W, Arends P, Peters H. 2019. Student engagement in medical education: a mixed-method study on medical students as module co-directors in curriculum development. Med Teach. 41(10):1143–1150.
  • Moore-Cherry N, Healey R, Nicholson DT, Andrews W. 2016. Inclusive partnership: enhancing student engagement in geography. J Geogr High Educ. 40(1):84–103.
  • Myers K, Chou CL. 2016. Collaborative and bidirectional feedback between students and clinical preceptors: promoting effective communication skills on health care teams. J Midwifery Womens Health. 61(S1):22–27.
  • Nembhard IM, Edmondson AC. 2006. Making it safe: the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. J. Organiz. Behav. 27(7):941–966.
  • Peters H, Zdravkovic M, Joao Costa M, Celenza A, Ghias K, Klamen D, Mossop L, Rieder M, Devi Nadarajah V, Wangsaturaka D, et al. 2019. Twelve tips for enhancing student engagement. Med Teach. 41(6):632–637.
  • Ramani S, Konings KD, Ginsburg S, van der Vleuten CPM. 2019. Twelve tips to promote a feedback culture with a growth mind-set: swinging the feedback pendulum from recipes to relationships. Med Teach. 41(6):625–631.
  • Ramani S, Post SE, Konings K, Mann K, Katz JT, van der Vleuten C. 2017. “It’s just not the culture”: a qualitative study exploring residents’ perceptions of the impact of institutional culture on feedback. Teach Learn Med. 29(2):153–161.
  • Ruskin J, Bilous RH. 2020. A tripartite framework for extending university-student co-creation to include workplace partners in the work-integrated learning context. High Edu Res Dev. 39(4):806–815.
  • Ryan RM, Deci EL. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 55(1):68–78.
  • Ryan RM, Deci EL. 2017. Self-determination theory: basic psychological needs in motivation, development, and wellness. New York: Guilford Publications.
  • Sargeant J, Lockyer JM, Mann K, Armson H, Warren A, Zetkulic M, Soklaridis S, Konings KD, Ross K, Silver I, et al. 2018. The R2C2 model in residency education: how does it foster coaching and promote feedback use? Acad Med. 93(7):1055–1063.
  • Sargeant S, McLean M, Green P, Johnson P. 2017. Applying positioning theory to examine interactions between simulated patients and medical students: a narrative analysis. Adv Health Sci Educ Theory Pract. 22(1):187–196.
  • Scott KW, Callahan DG, Chen JJ, Lynn MH, Cote DJ, Morenz A, Fisher J, Antoine VL, Lemoine ER, Bakshi SK, et al. 2019. Fostering student-faculty partnerships for continuous curricular improvement in undergraduate medical education. Acad Med. 94(7):996–1001.
  • Seale J. 2009. Doing student voice work in higher education: an exploration of the value of participatory methods. Br Edu Res J. 36(6):995–1015.
  • Seale J, Gibson S, Haynes J, Potter A. 2015. Power and resistance: reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education. J Furth High Educ. 39(4):534–552.
  • Stalmeijer R, Whittingham J, de Grave W, Dolmans D. 2016. Strengthening internal quality assurance processes: facilitating student evaluation committees to contribute. Assess Eval High Educ. 41(1):53–66.
  • Taylor DCM, Hamdy H. 2013. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 35(11):e1561–e1572.
  • Van Langenhove L, Harré R. 1999. Positioning theory: moral contexts of intentional action. Great Britain: Blackwell Published Ltd.
  • Zdravkovic M, Serdinsek T, Sobocan M, Bevc S, Hojs R, Krajnc I. 2018. Students as partners: our experience of setting up and working in a student engagement friendly framework. Med Teach. 40(6):589–594.