Designing lesson to support meaningful learning in higher education : experiences from the first design cycle
1University of Oulu, Faculty of Education, Educational Sciences
|Online Access:||PDF Full Text (PDF, 2.1 MB)|
|Persistent link:|| http://urn.fi/URN:NBN:fi:oulu-201805101752
|Publish Date:|| 2018-05-16
|Thesis type:||Master's thesis
Because of the globalization and technology advancement, the continuously changing society demanded for more than just education that emphasizes rote memorization of knowledge, but an education that promote problem-solving skills, collaboration, communication, critical thinking, and creative thinking as part of 21st century skills. The opposite of rote learning is meaningful learning, where prior knowledge connects with the new knowledge and leads. Previous studies of Teaching and Meaningful Learning model (Hakkarainen, 2011;Hakkarainen, Saarelainen, & Ruokamo, 2007) had been using action research, which later developed into design-based research as research design method; focusing on case-based teaching method as the pedagogical design. In this Teaching and Meaningful Learning model, meaningful learning is described by learning outcomes and process characteristics. In accordance with previous studies, this study was designed as the first cycle of design-based research with aim to design a lesson to support meaningful learning in higher education context, the expected outcome of this first design cycle was a set of pedagogical activities that had been designed in accordance of learning theories to support meaningful learning. The designed pedagogical activities set was conducted in a classroom as a part of Learning Environment and Technologies classroom in University of Oulu, Finland. The classroom topic was “Making Clear Slide Design”. The classroom activities were designed in basis of integration between learning domains, namely, cognitive, affective and psychomotor. Meaningful learning process characteristics emerged during classroom was examined through semi-structured interview to the participants; these interviews were coded using NVivo and an inter-rater reliability test was conducted to examine the reliability. Most notable emerged meaningful learning process characteristics were critical thinking, self directed and reflective. Several meaningful learning process characteristics were identified from interviews. A set of pedagogical activities to support meaningful learning, that featured integration of learning domains, had been produced in this study; however, refinement of coding process is needed to enhance the inter-rater reliability. The produced framework, as it is outcome of the first design cycle, should be iterated on the next cycle; some iterations suggestions listed are the ways of integrating learning domain, the way of accommodating different number of learners, and the refinement of inter-rater reliability.
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