Disruptive pedagogies and learning transitions

This study explores transitions in student approaches to learning and conceptual development using concept mapping in the context of a learning design with potentially disruptive pedagogies. A developmental frame featuring characteristics of disruptive pedagogies (motivation, engagement, higher-order thinking, sociability and fun) is applied to evaluate its effect on learning among postgraduate consumer behaviour students. The study draws on longitudinal concept mapping data and an essay, and survey data on student experiences of embedded technologies in class and online. Evidence of changes to conceptual knowledge structures and transitions to deep learning were found, supported by disruptive pedagogies and interactive settings using embedded technologies. Results indicate multiple, varied tasks and technologies support conceptual development and engage learners in deep and deeper approaches to learning over 13 weeks, in class and online.