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Participatory Instructional Redesign by Students and Teachers in Secondary Education: Effects on Perceptions of Instruction
ARTICLE

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ISAIJLS Volume 39, Number 5, ISSN 0020-4277

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 necessary 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. (Contains 7 tables.)

Citation

Konings, K.D., Brand-Gruwel, S. & van Merrienboer, J.J.G. (2011). Participatory Instructional Redesign by Students and Teachers in Secondary Education: Effects on Perceptions of Instruction. Instructional Science: An International Journal of the Learning Sciences, 39(5), 737-762. Retrieved December 14, 2019 from .

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