’Students as active citizens - a systems perspective on Jean Monnet Module, Experiential learning and Participative Approaches

Perko, I and Mendiwelso-Bendek, Zoraida (2019) ’Students as active citizens - a systems perspective on Jean Monnet Module, Experiential learning and Participative Approaches. Kybernetes . ISSN 0368-492X

Full content URL: https://doi.org/10.1108/K-10-2018-0527

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’Students as active citizens - a systems perspective on Jean Monnet Module, Experiential learning and Participative Approaches
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Abstract

Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper examines the development of student active citizenship within a Jean Monnet module summer school that employs a participative approach and experiential learning.
The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities, and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves.
First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. We point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively toward the continual improvement of the learning process and thus provided a learning experience for teachers.
The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging.
For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced.
For students, an example of the importance of being active in the learning process and using available resources is provided.
For policy makers, the article attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes, as well as the benefits of a participative approach and experience learning in the process of developing active citizens.
We point to the need for authentic situational-context experience and active communication in the learning process. Additionally, we provide an example of systems investigation of the learning process.
The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach toward reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.

Keywords:Systems perspective, active citizenship, participative approaches; experiential
Subjects:L Social studies > L113 Economic Policy
Divisions:Lincoln International Business School
ID Code:35587
Deposited On:12 Apr 2019 07:53

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