A Three-Party Case Study: Exploring the Value of Student Work in Co-creation in Teaching and Learning
Keywords:student work, students helping students, resource development, three-party experience, teaching and learning, students as partners, supplemental instruction, higher education
In the context of a large first-year business course, we explore the value of student contributors, the former students from this course, working with faculty to improve the learning experience of the students enrolled in the course. By describing our study of the roles, impacts, benefits, and challenges of the student contributors’ involvement in creating supplemental resources, such as videos and practice problems, intended to augment the teaching process of the faculty and the learning process of the student learners, we contribute to the understanding of this three-party experience. Our study included interviews, survey questions, and resource-engagement analytics. We found that because student contributors can provide unique perspectives, greater inclusivity, and diverse approaches to teaching, there are benefits to the instructors, the student contributors, and the student learners.
Astin, Alexander W.  1999. “Student Involvement: A Developmental Theory for Higher Education.” Journal of College Student Development 40, no. 5: 518–29. https://www.asec.purdue.edu/lct/hbcu/documents/Student_Involvement_A_Developmental_Theory_for_HE_Astin.pdf.
Barrineau, Susanna, Ulrike Schnaas, Alexis Engström, and Fredrik Härlin. 2016. “Breaking Ground and Building Bridges: A Critical Reflection on Student-Faculty Partnerships in Academic Development.” International Journal for Academic Development 21, no. 1: 79–83. https://doi.org/10.1080/1360144X.2015.1120735.
Bell, Amani. 2016. “Students as Co-Inquirers in Australian Higher Education: Opportunities and Challenges.” Teaching & Learning Inquiry 4, no. 2: 81–90. https://doi.org/10.20343/teachlearninqu.4.2.8.
Birch, Elisa, and Andrew Williams. 2012. “The Impact of Supplementary On-line Resources on Academic Performance: A Study of First-Year University Students Studying Economics.” International Education Studies 6, no. 1: 95–103. https://doi.org/10.5539/ies.v6n1p95.
Bonk, Curtis J. 2011. “YouTube Anchors and Enders: The Use of Shared Online Video Content as a Macrocontext for Learning.” Asia-Pacific Collaborative Education Journal 7, no. 1: 13–24. http://apcj.alcob.org/journal/article.php?code=21301.
Bovill, Catherine, Alison Cook-Sather, and Peter Felten. 2011. “Students as Co-Creators of Teaching Approaches, Course Design and Curricula: Implications for Academic Developers.” International Journal for Academic Development 16, no. 2, 133–45. https://doi.org/10.1080/1360144X.2011.568690.
Bunnell, Sarah, and Dan Bernstein. 2014. “Improving Engagement and Learning Through Sharing Course Design with Students: A Multi-Level Case.” Teaching and Learning Together in Higher Education 13, article 2. https://repository.brynmawr.edu/tlthe/vol1/iss13/2.
Choi, Hee Jun, and Scott D. Johnson. 2007. “The Effect of Problem-Based Video Instruction on Learner Satisfaction, Comprehension and Retention in College Courses.” British Journal of Educational Technology 38, no. 5: 885–95. https://doi.org/10.1111/j.1467-8535.2006.00676.x.
Congos, Dennis H., and Nancy Schoeps. 1998. “Inside Supplemental Instruction Sessions: One Model of What Happens That Improves Grades and Retention.” Research and Teaching in Developmental Education 15, no. 1: 47–61. https://www.jstor.org/stable/42802498?seq=1.
Cook-Sather, Alison, Catherine Bovill, and Peter Felten. 2014. Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. San Francisco: Jossey-Bass
Cook-Sather, Alison, Joel Alden Schlosser, Abigail Sweeney, Laurel M. Peterson, Kimberly Wright Cassidy, and Ana Colón García. 2017. “The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student–Faculty Partnership Approach to Academic Development.” International Journal for Academic Development 23, no. 2: 123–34. https://doi.org/10.1080/1360144X.2017.1401539.
Coombe, Leanne, Jasmine Huang, Stuart Russell, Karen Sheppard, and Hassan Khosravi. 2018. “Students as Partners in Action: Evaluating a University-wide Initiative.” International Journal for Students as Partners 2, no. 2: 85–95. https://doi.org/10.15173/ijsap.v2i2.3576.
Creswell, John W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd. ed. Thousand Oaks: Sage.
D’Aquila, Jill M., Daphne Wang, and Angela Mattia. 2019. “Are Instructor Generated YouTube Videos Effective in Accounting Classes? A Study of Student Performance, Engagement, Motivation, and Perception.” Journal of Accounting Education, no. 47: 63–74. https://doi.org/10.1016/j.jaccedu.2019.02.002.
De Brie, Alise, and Rille Raaper. 2019. “Troubling the Idea of Partnership.” International Institute on Students as Partners (blog). March 29, 2019. https://macblog.mcmaster.ca/summer-institute/2019/03/29/troubling-the-idea-of-partnership/.
Draus, Peter J., Michael J. Curran, and Melinda S. Trempus. 2014. “The Influence of Instructor-Generated Video Content on Student Satisfaction with and Engagement in Asynchronous Online Classes.” Journal of Online Learning and Teaching 10, no. 2: 240–54. https://jolt.merlot.org/vol10no2/draus_0614.pdf.
Etter, Edwin R., Sandra L. Burmeister, and Randal J. Elder. 2000. “Improving Student Performance and Retention via Supplemental Instruction.” Journal of Accounting Education 18, no. 4: 355–68. https://doi.org/10.1016/S0748-5751(01)00006-9.
Jones, Jefferson P., and Kent T. Fields. 2001. “The Role of Supplemental Instruction in the First Accounting Course.” Issues in Accounting Education 16, no. 4: 531–47. https://doi.org/10.2308/iace.2001.16.4.531.
Felten, Peter. (2013). “Principles of Good Practice in SoTL.” Teaching & Learning Inquiry 1, no. 1: 121–25. https://doi.org/10.20343/teachlearninqu.1.1.121.
Felten, Peter, Sophia Abbot, Jordan Kirkwood, Aaron Long, Tanya Lubicz-Nawrocka, Lucy Mercer-Mapstone, and Roselynn Verwoord. 2019. “Reimagining the Place of Students in Academic Development.” International Journal for Academic Development 24, no. 2: 192–203. https://doi.org/10.1080/1360144X.2019.1594235.
Foot, Hugh, and Christine Howe. 1998. The Psycho-educational Basis of Peer-Assisted Learning. Peer-Assisted Learning, edited by Keith Topping and Stewart Ehly, 27–44. Mahwah: Lawrence Erlbaum.
Glynn, Liam G., Anne MacFarlane, Maureen Kelly, Peter Cantillon, and Andrew W. Murphy. 2006. “Helping Each Other to Learn–A Process Evaluation of Peer-Assisted Learning.” BMC Medical Education 6, article 18. https://doi.org/10.1186/1472-6920-6-18.
Goff, Lori, and Kris Knorr. 2018. “Three Heads Are Better Than One: Students, Faculty, and Educational Developers as Co-developers of Science Curriculum.” International Journal for Students as Partners 2, no. 1: 112–20. https://doi.org/10.15173/ijsap.v2i1.3333.
Greene, Henry, and Cheryl Crespi. 2012. “The Value of Student Created Videos in the College Classroom—An Exploratory Study in Marketing and Accounting.” International Journal of Arts & Sciences 5, no. 1: 273–83. http://www.universitypublications.net/ijas/0501/html/HVD877.xml.
Hajhashemi, Karim, Nerina Caltabiano, and Neil Anderson. 2016. “Students’ Perceptions and Experiences towards the Educational Values of Online Videos.” Australian Educational Computing 31, no. 2. http://journal.acce.edu.au/index.php/AEC/article/view/115.
Healey, Mick, Abbi Flint, and Kathy Harrington. 2014. Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education. York: Advance HE. https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf.
Healey, Mick, Abbi Flint, and Kathy Harrington. 2016. “Students as Partners: Reflections on a Conceptual Model.” Teaching & Learning Inquiry 4, no. 2: 8–20. https://doi.org/10.20343/teachlearninqu.4.2.3.
Jacobs, Glen, and Marion E. Stone. 2008. Foreword to Supplemental Instruction: Improving First-Year Student Success in High-Risk Courses, edited by Marion E. Stone and Glen Jacobs, 3rd ed., i–vi. Columbia: National Resource Center for the First-Year Experience and Students in Transition. https://files.eric.ed.gov/fulltext/ED559247.pdf.
Kaur, Amrita, Rosna Awang-Hashim, and Manvender Kaur. 2019. “Students’ Experiences of Co-creating Classroom Instruction with Faculty—A Case Study in Eastern Context.” Teaching in Higher Education 24, no. 4: 461–77. https://doi.org/10.1080/13562517.2018.1487930.
Khalid, Adeel. 2014. “Use of Student Generated Videos to Enhance Teaching Quality in Aerospace Engineering Classes.” Paper presented at the ASEE Southeast Section Conference, American Society for Engineering Education, Mercer University, Georgia, March 30–April, 2014. http://se.asee.org/proceedings/ASEE2014/Papers2014/32.pdf.
Kligyte, Giedre, Alex Baumber, Mieke van der Bijil-Brouwer, Cameron Dowd, Nick Hazell, Bem Le Hunte, Marcus Newton, Dominica Roebuck, and Susanne Pratt. 2019. “‘Stepping in and Stepping Out’: Enabling Creative Third Spaces through Transdisciplinary Partnerships.” International Journal for Students as Partners 3, no. 1: 5–21. https://doi.org/10.15173/ijsap.v3i1.3735.
Kohli, Chiranjeev, Matthew P. Lancellotti, and Sunil Thomas. 2017. “Student Attitudes towards Hybrid Business Classes: Lessons for Implementation.” Journal of the Academy of Business Education, no. 18: 387–95.
Ladyshewsky, Richard, and John Ryan. 2006. “Peer Coaching and Reflective Practice in Authentic Business Contexts: A Strategy to Enhance Competency in Post-graduate Business Students.” In Authentic Learning Environments in Higher Education, edited by Anthony Herrington and Jan Herrington, 61–75. Hershey: Information Science Publishing.
Lancellotti, Matthew, Sunil Thomas, and Chiranjeev Kohli. 2016. “Online Video Modules for Improvement in Student Learning.” Journal of Education for Business 91, no. 1: 19–22. https://doi.org/10.1080/08832323.2015.1108281.
Laugerman, Marcia R., and Kevin P. Saunders. 2019. “Supporting Student Learning through Instructional Videos in Business Statistics.” Decision Sciences Journal of Innovative Education 17, no. 4: 387–404. https://doi.org/10.1111/dsji.12193.
Lockspeiser, Tai M., Patricia O’Sullivan, Arianne Teherani, and Jessica Muller. 2008. “Understanding the Experience of Being Taught by Peers: The Value of Social and Cognitive Congruence.” Advances in Health Sciences Education: Theory and Practice 13, no. 3: 361–72. https://doi.org/10.1007/s10459-006-9049-8.
Lubicz-Nawrocka, Tanya M. 2018. “Students as Partners in Learning and Teaching: The Benefits of Co-creation of the Curriculum.” International Journal for Students as Partners 2, no. 1, 47–63. https://doi.org/10.15173/ijsap.v2i1.3207.
Marquis, Elizabeth, Varun Puri, Stephanie Wan, Arshad Ahmad, Lori Goff, Kris Knorr, Ianitza Vassileva, and Jason Woo. 2016. “Navigating the Threshold of Student–Staff Partnerships: A Case Study from an Ontario Teaching and Learning Institute.” International Journal for Academic Development 21, no. 1: 4–15. https://doi.org/10.1080/1360144X.2015.1113538.
Matthews, Kelly E. 2016. “Students as Partners as the Future of Student Engagement.” Student Engagement in Higher Education Journal 1, no. 1. https://sehej.raise-network.com/raise/article/view/380/338.
Matthews, Kelly E., Lucy Mercer-Mapstone, Sam Lucie Dvorakova, Anita Acai, Alison Cook-Sather, Peter Felten, Mick Healey, Ruth L. Healey, and Elizabeth Marquis. 2018. “Enhancing Outcomes and Reducing Inhibitors to the Engagement of Students and Staff in Learning and Teaching Partnerships: Implications for Academic Development.” International Journal for Academic Development 24, no. 3, 246–59. https://doi.org/10.1080/1360144X.2018.1545233.
McGillicuddy, Kara T., and Rory McGloin. 2018. “‘Should I Use It?’ Assessing the Value of Online Supplemental Course Materials and Their Influence on Student Performance.” Technology, Pedagogy and Education 27, no. 3, 327–37. https://doi.org/10.1080/1475939X.2018.1448298.
Mercer-Mapstone, Lucy, Sam Lucie Dvorakova, Kelly E. Matthews, Sophia Abbot, Breagh Cheng, Peter Felten, Kris Knorr, Elizabeth Marquis, Rafaella Shammas, and Kelly Swaim. 2017. “A Systematic Literature Review of Students as Partners in Higher Education.” International Journal for Students as Partners 1, no. 1. https://doi.org/10.15173/ijsap.v1i1.3119.
Mercer-Mapstone, Lucy, and Jenny Marie. 2019. “Practical Guide: Scaling Up Student-Staff Partnerships in Higher Education.” Edinburgh: Institute for Academic Development, University of Edinburgh. http://www.docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_teaching/Resources/Student_Engagement/MercerMapstoneMarie_Practical%20Guide_Scaling_up_student-staff_partnership.pdf.
Ning, Hoi Kwan, and Kevin Downing. 2010. “The Impact of Supplemental Instruction on Learning Competence and Academic Performance.” Studies in Higher Education 35, no. 8: 921–39. https://doi.org/10.1080/03075070903390786.
Peets, Adam. D., Sylvain Coderre, Bruce Wright, Deirdre Jenkins, Kelly Burak, Shannon Leskosky, and Kevin McLaughlin. 2009. “Involvement in Teaching Improves Learning in Medical Students: A Randomized Cross-Over Study.” BMC Medical Education 9, no. 1. https://doi.org/10.1186/1472-6920-9-55.
Sambell, Kay, Sally Brown, and Linda Graham. 2017. Professionalism in Practice: Key Directions in Higher Education Learning, Teaching and Assessment. Cham: Palgrave-Macmillan.
Samson, Patricia L. 2019. “Participatory Collaboration: Building Partnerships in Curriculum Planning.” Papers on Postsecondary Learning and Teaching: Proceedings of the University of Calgary Conference on Learning and Teaching, no. 3: 127–36. https://journalhosting.ucalgary.ca/index.php/pplt/article/view/53142/51818.
Snare, Charles E. 1997. “Implications of Considering Students as Consumers.” College Teaching 45, no. 4: 122. https://doi.org/10.1080/87567559709596211.
Stake, Robert E. 2000. “Case Studies.” Handbook of Qualitative Research, edited by Norman K. Denzin and Yvonna S. Lincoln, 435–53. Thousand Oaks: Sage.
Weidner, Thomas G., and Jennifer K. Popp. 2007. “Peer-Assisted Learning and Orthopaedic Evaluation Psychomotor Skills.” Journal of Athletic Training 42, no. 1: 113–19. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1896071/.
Werder, Carmen, Shevell Thibou, Scott Simkins, Karen Hornsby, Kali Legg, and Tawanna Franklin. 2016. “Co-inquiry with Students: When Shared Questions Lead the Way.” Teaching & Learning Inquiry 4, no. 2: 21–35. https://doi.org/10.20343/teachlearninqu.4.2.4.
Weyrich, Peter, Markus Schrauth, Bernd Kraus, Daniel Habermehl, Nicolai Netzhammer, Stephan Zipfel, Jana Junger, Reimer Riessen, and Christoph Nikendei. 2008. “Undergraduate Technical Skills Training Guided by Student Tutors—Analysis of Tutors’ Attitudes, Tutees’ Acceptance and Learning Progress in an Innovative Teaching Model.” BMC Medical Education 8, article 18. https://doi.org/10.1186/1472-6920-8-18.
Zhang, Yan, and Barbara M. Wildemuth. 2009. “Qualitative Analysis of Content.” In Applications of Social Research Methods to Questions in Information and Library Science, edited by Barbara M. Wildemuth, 1–12. Santa Barbara: California Libraries Unlimited.