Participation in teaching-learning arrangements: literature review and critical appraisal of the concept of participation

Abstract

This article aims to examine and evaluate participatory elements of teaching-learning arrangements and to critically assess the concept of participation. For this purpose, the results of a literature review of a total of 56 scientific contributions are presented and discussed. The focus of the analysis is on the learner’s potential to influence decisions concerning learning objectives and content, didactic and methodological design, structuring and organisation of teaching, as well as forms of examination and the criteria for assessing performance, and on forms of realisation of participatory practice. Furthermore, correlates of participatory elements with emotional-motivational, teaching- and relationship-related as well as performance-related characteristics of learners are summarised. The article concludes with a discussion of the reviewed state of research as well as research methodological and conceptual reflections.