Online from: 2009
Subject Area: Education
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|Title:||Collaborative production of pedagogical knowledge: enhancing students’ learning|
|Author(s):||Airi Rovio-Johansson, (Gothenburg Research Institute (GRI), School of Business, Economics and Law, University of Gothenburg, Sweden), Marie Lumsden, (Gothenburg Research Institute (GRI), School of Business, Economics and Law, University of Gothenburg, Sweden)|
|Citation:||Airi Rovio-Johansson, Marie Lumsden, (2012) "Collaborative production of pedagogical knowledge: enhancing students’ learning", Journal of Applied Research in Higher Education, Vol. 4 Iss: 1, pp.72 - 83|
|Keywords:||Basic economic relationships, Business programme, Business studies, Higher education, Learning processes, Lectures, Students, Students’ learning outcomes, Sweden, Variation theory|
|Article type:||Research paper|
|DOI:||10.1108/17581181211230694 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Acknowledgements:||The authors are most grateful for the comments received from two anonymous reviewers at the Journal of Applied Research in Higher Education. The authors also thank Senior Lecturer Econ. Lic. Johan Åkesson for his participation in this project and Associate Professor Inga-Lill Johansson for her valuable support of the project. Professor Ference Marton and Professor Sten Jönsson supported this research project with their valuable comments during the project's various phases. Some parts of the project were presented at The 2nd Singapore Lesson Study Symposium (SLSS), Enhancing Learning through Lesson Study, 2-3 June 2011. Thanks also to Marcia Halvorsen who edited this paper. The authors gratefully acknowledge the funding for this research from the Söderberg Research Foundation.|
Purpose – The purpose of this paper is to investigate students’ qualitatively different ways of understanding basic economic relationships in three undergraduate courses in the discipline of accounting.
Design/methodology/approach – The theoretical frame is variation theory, which is a learning theory about the different ways students understand the learning object (in this study, basic economic relationships). The instructors chose a learning object which was investigated under two different teaching conditions – the traditional lecture model and the adjusted Learning Study model. Two student groups in a Business Programme (one group admitted the year after the first group) were identified as a
Findings – There were significant differences between the two groups’ examination results in the three courses. Students in the adjusted Learning Study model group performed better. The conclusions have scientific implications for students’ understanding of the subject and educational implications for teaching in terms of new teaching methods and revised curricula. The findings are valuable to professional instructors/lecturers in higher education.
Originality/value – The findings and methods of this study contribute to the international research on empirically based didactic knowledge of subject content in higher education. Even though the subject content is specific in the study, the methodology of variation theory is applicable to other disciplines.
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