Innovation in higher education through collaborative networks: a case study applied to the degree of Journalism

This article presents the results of the Innovation Teaching Project Creativity Networks. Our aims  are to analyze the various collaborative classroom networks, explain its usefulness in current  education systems, determine the adaptability of students to a collaborative network that  includes several professors and identify the university teaching techniques that the students consider as the most useful and creative. The group of students with whom we launched the  Innovation Project had a major innovative core: 46.3% of students accepted studying and learning  through a new system that included several professors. We found out that the variety of teaching  methods was the factor that attracted them the most to the project but, at the same time, the one that more insecure generated them. In an educational context as the Spanish, where the  traditional teaching methods prevail, it’s difficult to change established habits. Projects like this  demonstrate the need for flexibility in the structures of education to make it more proactive,  more active or experimental about innovations and allow professors and students to change their roles. Although there is resistance from students to immediate assimilation of an educational  innovation, observability, i.e., implementation and treatment as such, and even the act of  requesting the participation of innovators among students "links", ends up increasing acceptance  of innovations

[1]  Markku Niemivirta,et al.  Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals , 2000 .

[2]  Matthias Jarke,et al.  LaaN: Convergence of Knowledge Management and Technology-Enhanced Learning , 2012, IEEE Transactions on Learning Technologies.

[3]  B. Zimmerman.  Attaining self-regulation: A social cognitive perspective. , 2000 .

[4]  C. Wolters.  Self-Regulated Learning and College Students' Regulation of Motivation. , 1998 .

[5]  P. Pintrich.  A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students , 2004 .

[6]  Kirsti Lonka,et al.  Studying in higher education: students' approaches to learning, self‐regulation, and cognitive strategies , 2006 .

[7]  Adam M Persky,et al.  Roles of innovation in education delivery. , 2009, American journal of pharmaceutical education.

[8]  M. Boekaerts.  SELF-REGULATED LEARNING: A NEW CONCEPT EMBRACED BY RESEARCHERS, POLICY MAKERS, EDUCATORS, TEACHERS, AND STUDENTS , 1997 .

[9]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[10]  E. Rogers.  Diffusion of preventive innovations. , 2002, Addictive behaviors.

[11]  P. Pintrich.  The role of goal orientation in self-regulated learning. , 2000 .

[12]  Attitudes Motivation.  MOTIVOS, ACTITUDES Y ESTRATEGIAS DE APRENDIZAJE: APRENDIZAJE MOTIVADO EN ALUMNOS UNIVERSITARIOS , 2012 .

[13]  Victoria I. Marín,et al.  Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo , 2014 .

[14]  Mark S. Granovetter.  T H E S T R E N G T H O F WEAK TIES: A NETWORK THEORY REVISITED , 1983 .

[15]  Y. Engeström,et al.  Expansive Learning at Work: Toward an activity theoretical reconceptualization , 2001 .

[16]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[17]  J. Vermunt,et al.  Congruence and friction between learning and teaching , 1999 .

[18]  C. Colina,et al.  La articulación entre lo cuantitativo y lo cualitativo: de las grandes encuestas a la recogida de datos intensiva , 1999 .

[19]  María Esther Zaratiegui Pérez,et al.  Variables asociadas a la cultura innovadora con TIC en escuelas rurales , 2014 .

[20]  P. Winne,et al.  Feedback and Self-Regulated Learning: A Theoretical Synthesis , 1995 .

[21]  A-L Barabási,et al.  Structure and tie strengths in mobile communication networks , 2006, Proceedings of the National Academy of Sciences.