Getting the GIST – flexible learning and the co-production of knowledge: a journey from theory to implementation

This article is based upon a research project that took place during an eleven week semester in a university established in 1962. The rationale for the project was to engage students in a pedagogic exploration of student involvement in the co-production of knowledge (Neary, 2016). The methodological approach was one of a case study research project that set out to be participatory in nature and involved stage 2 and 3 undergraduates.

The findings were, that in this case, the learning-centred pedagogy employed Guided Individual Study Time (GIST) enabled students to become co-producers of knowledge and gain confidence (Scott, 2017). This was achieved through the active participation of students and the lecturer reflecting on their own learning needs as individuals. The active participatory nature of this reflection was extended to lectures and seminars. Importantly, student feedback and formal evaluation of the learning experience was very positive. In particular, the groups grade profile improved compared to their previous performance, a finding supported by Freeman et al (2014). Freeman evidenced a statistical correlation that active learning, rather than the traditional lecture, enhanced student achievement in STEM subjects.