Repositioning students as co-creators of curriculum for online learning resources

Keywords: peer learning, online learning, co-creation, student engagement, learning resources, quantitative

Abstract

Amid increasing calls for universities to transition to online learning, there is a need to explore how platforms and technology can provide positive student experiences and support learning. In this paper, we discuss the implementation of an online peer learning and recommender platform in a large, multi-campus, first-year health subject (n = 2095). The Recommendation in Personalised Peer Learning Environments (RiPPLE) platform supports student’s co-creation of learning resources and allows for students to provide feedback and rate their peers’ submissions. Our results indicated that both student engagement and academic performance were positively impacted for users by the introduction of the RiPPLE platform, but that academic preparedness, in the form of students’ ATAR scores, strongly influenced their engagement and the benefits received.

Implications for practice or policy:

  • We explored if students were willing to co-create learning resources online.
  • Our study piloted an online platform known as Recommendation in Personalised Peer Learning Environments (RiPPLE).
  • Critical analysis provides insights into fostering online engagement and peer learning.
  • We further offer recommendations for future practice on how to embed online student co-creation of curriculum.

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Author Biographies

Aaron McDonald, La Trobe University

Dr Aaron McDonald

Head of Anatomy Discipline

Department of Physiology, Anatomy and Microbiology,

School of Life Sciences

La Trobe University, Bundoora, VIC, Australia

A.McDonald@latrobe.edu.au

http://orcid.org/0000-0002-8254-601X

Heath McGowan, La Trobe University

Mr Heath McGowan

Department of Physiology, Anatomy and Microbiology,

School of Life Sciences

La Trobe University, Bundoora, VIC, Australia

h.mcgowan@latrobe.edu.au

http://orcid.org/0000-0003-3840-6551

Mollie Dollinger, La Trobe University

Dr Mollie Dollinger

La Trobe University, Bundoora, VIC, Australia

m.dollinger@latrobe.edu.au

https://orcid.org/0000-0003-1105-9051

Office of the Deputy Vice-Chancellor (Students), La Trobe University, Bundoora, VIC, Australia

Ryan Naylor, The University of Sydney

A/Prof Ryan Naylor

ryan.naylor@sydney.edu.au

http://orcid.org/0000-0001-6880-6463

Sydney School of Health Sciences, The University of Sydney, Camperdown, NSW, Australia

Hassan Khosravi, The University of Queensland

Dr Hassan Khosravi

The University of Queensland, Brisbane, QLD, Australia

h.khosravi@uq.edu.au

https://orcid.org/0000-0001-8664-6117

Published
2021-06-27
How to Cite
McDonald, A., McGowan, H., Dollinger, M., Naylor, R., & Khosravi, H. (2021). Repositioning students as co-creators of curriculum for online learning resources. Australasian Journal of Educational Technology, 102-118. https://doi.org/10.14742/ajet.6735
Section
Articles