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

Aaron McDonald; Heath McGowan; Mollie Dollinger; Ryan Naylor; Hassan  Khosravi

doi:10.14742/ajet.6735

Authors

Aaron McDonald La Trobe University http://orcid.org/0000-0002-8254-601X
Heath McGowan La Trobe University http://orcid.org/0000-0003-3840-6551
Mollie Dollinger La Trobe University https://orcid.org/0000-0003-1105-9051
Ryan Naylor The University of Sydney http://orcid.org/0000-0001-6880-6463
Hassan Khosravi The University of Queensland https://orcid.org/0000-0001-8664-6117

DOI:

https://doi.org/10.14742/ajet.6735

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.