Co-Creating Learning in Oceanography release_iyj366opubhizdiun435ban4yy

Abstract

Using active methods to involve students in teaching improves student learning (Deslauriers et al., 2011, 2019; Freeman et al., 2014). For many teachers, breaking up a lecture with multiple choice questions and peer instruction has become an integral part of their teaching (Stains et al., 2018). We suggest involving students in creating the framework in which they learn together with their teachers (Cook-Sather et al., 2014; Bovill, 2020). Teaching then becomes more inclusive, and students try out new roles that support them in becoming more independent, secure, and responsible (Bovill, 2020). Co-creation gives students the chance to feel competent both in class and in their lives, as formative interactions make taught content more relevant to them (Boston, 2002; Black and William, 2009). Experiencing competency, autonomy, and relatedness is what makes intrinsic motivation possible (Deci and Ryan, 2000). It is thus not surprising that co-creation enhances learning and leads to more positive interactions between students and teachers (Bovill, 2020; Kaur and Noman, 2020).
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