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A large class engagement (LCE) model based on service-dominant logic (SDL) and flipped classrooms

journal contribution
posted on 20.08.2019, 00:00 by W Jarvis, W Halvorson, Saalem Sadeque, S Johnston
Ensuring that university graduates are ready for their professional futures is a complex undertaking that includes, but is not limited to, the development of their professional knowledge and skills, and the provision of empowering learning experiences established through their own contributions. One way to draw these complex processes together for a large undergraduate class setting may be through a teaching and learning framework that centres on engagement. Engagement precipitates deeper learning, based on student-centred knowledge and skills development through co-creation. This conceptual paper proposes the Large Class Engagement model (LCE), which integrates high levels of student cognitive involvement and participation as antecedents to engagement, and treats engagement as a co-creation process between educators and students. The model applies services theory to conceptualise engagement in large flipped classes. The case study in this paper adds a new perspective to higher education. More specifically, it illustrates how a service dominant logic can be used to foster co-creation and thus enhance the learning experiences and outcomes in very large classes.

History

Volume

41

Start Page

1

End Page

24

Number of Pages

24

eISSN

1446-0017

ISSN

0311-2543

Publisher

University of Western Australia

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

SP Jain School of Global Management; University of Western Australia

Era Eligible

Yes

Journal

Education Research and Perspectives

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