Students’ perspective on participation in a co-design process of learning scenarios

Iolanda Garcia, Ingrid Noguera, Meritxell Cortada-Pujol


The adoption of co-design processes involving teachers and students is considered a helpful strategy for developing learner-centred scenarios. This research includes students in the co-design of learning scenarios that are inquiry-based (IBL) and enhanced by technology (TEL). In this paper, students’ contribution to the co-design process is analysed, as well as the impact it had on them. The data was collected before and after the project by means of interviews and a questionnaire applied to eleven students from two universities (one blended and one virtual). The results show that the students’ main contribution has a relationship with methodological and organisational aspects, and that the main benefit they perceive is gaining a better understanding of the teacher’s role and the complexity of designing learning scenarios. The study also shows some of the drawbacks and challenges of a co-design process.


learning (co)design, student participation, student-centred learning, inquiry-based learning, technology-enhanced learning.

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