The purpose of this research was to explore the course which was based on the theory of situated learning-legitimate peripheral participation. The course went through a process of ＂design-execution-emergence-alignment＂ to achieve the goal of co-learning. The result of this study contributed to identifying new meaning of learning process by reviewing action researches' literature. It also found that reveling learners' thoughts about peers and learning was different from instructor's old thought. This paper also showed challenges in the class and these challenges helped instructors to align and design new tools for learners. This study provided new insight and ideas about how to promote co-learning in higher education and general education.
|Original language||Chinese (Traditional)|
|Number of pages||32|
|Publication status||Published - 2022|