Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

Karen Könings, Saskia Brand-Gruwel, Jeroen Van Merriënboer

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necesarry for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher-student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.
    Original languageEnglish
    Pages (from-to)737-762
    Number of pages26
    JournalInstructional Science
    Volume39
    Issue number5
    DOIs
    Publication statusPublished - Sep 2011

    Keywords

    • Participatory Instructional Design

    Fingerprint

    Dive into the research topics of 'Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction'. Together they form a unique fingerprint.

    Cite this