Search results for " Learning environment"

Embodied and affective negotiation over spatial and epistemic group territories among school-children : (Re)producing moral orders in open learning e…

2022

This study investigates how schoolchildren organise their spatial and epistemic ‘territories’ among peer groups to constitute local social and moral orders in open learning environments. Open learning environments, the result of recent school reforms in Finland, challenge the conventional organisation of traditional classrooms. We use a microanalysis of naturally occurring video-recorded interactions to show the interactional dynamics of how children produce epistemic and spatial territories by creating moment-by-moment unfolding participation frameworks and emotional alliances. We suggest that the lack of institutional structures in open learning environments withholds children from the te…

Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy

2023

Possibly some of the most important skills that one can have are those needed to become fully literate. We all wish our children to reach such a goal. Unfortunately, the focus of attention in reading research has been on acquiring readiness to sound out written language, i.e., the basic reading skills. Full literacy is the readiness to learn knowledge by reading. Thus, one has to be able to take two steps to reach full literacy. Indications related to both of these steps can be observe in the brain. This may be easiest when we observe the brain activity of a learner who faces difficulties in taking these steps. In fact, the serious difficulty of taking the first step can be observed soon af…

Turning social inclusion into exclusion during collaborative between students with and without SEN

2023

Creating opportunities for meaningful social relationships between students with and without special educational needs (SEN) through collaborative learning has been suggested as a way to facilitate all students’ social inclusion in classroom activities. However, little attention has been given to the peer interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without SEN. This study addressed this research gap by conducting detailed observational analyses of the social exclusion during group work of students with and without SEN, and how the students with SEN responded to their positioning as unequal learning partners. Th…

Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency

2023

This study investigated how single and co-occurring difficulties in reading and arithmetic fluency developed among Finnish children across Grades 1–9 (N = 2151). Latent profile analysis among 391 children who had reading and/or arithmetic fluency difficulties in Grade 9 revealed profiles that followed three distinct patterns: reading difficulties (N = 121), mathematical difficulties (N = 94), and comorbid difficulties (N = 176). The profiles and typical performers were compared on parental reading and mathematical difficulties, parental education, the early home learning environment, and parental assistance with school homework across Grades 1–9. Results showed that although parents whose c…

Pilvilinnoja ja palomuureja - tulevaisuuden oppimisen ja työnteon tilat : F-SHAPE-projektin satoa

2014

Cross-lagged relationships between home learning environment and academic achievement in Chinese

2015

Abstract We examined (a) the cross-lagged relationships between the home learning environment and academic achievement in Chinese, and (b) whether parents’ socioeconomic status (SES) and child's gender moderate the relations. One hundred seventy-seven Chinese children were followed from Grade 1 to Grade 2 and were assessed on reading and mathematics. Their parents also responded to a questionnaire assessing the frequency of engaging in different home literacy and numeracy activities. Results showed that reading ability in Grade 1 negatively predicted informal home literacy activities in Grade 2. In turn, mathematics ability in Grade 1 negatively predicted formal home numeracy activities in …

L'e-learning 2.0: de la tecnologia a la metodologia

2012

Aquest article ofereix un marc teòric a través del qual s'exposa l'evolució dels diferents moments que Internet ha desenvolupat i les possibilitats educatives, a través de l'evolució de l’e learning, l'anàlisi crítica en els errors en la seva aplicació, i la evolució cap al concepte d’e learning 2.0, a través d'eines com les xarxes socials i els entorns personals d'aprenentatge, les seves característiques més significatives així com el potencial educatiu a les institucions d'ensenyament superior

Is a seminar based on student-created screen capture videos a meaningful way of learning?

2008

We ran a problem-based seminar with screen capture videos. The students worked in small groups of two or three students or they completed the coursework individually. In this seminar the students had a workspace in the Optima environment for publishing their coursework videos. At the final phase of the course the students were expected to familiarize themselves with the presentations of other groups. In this paper we analyze the benefit of our problem-based coursework on the web by comparing the different phases of it. After each phase the students were expected to analyze the benefit of it for their learning. peerReviewed

INTEGRATED VIRTUAL CINETCAMPUS STUDIES ENVIRONMENT

2016

Rapid growth of data communications and technologies has created favorable conditions for a strong increase in the number of videos produced for education especially in higher education institutes. New technologies make the production of videos suitable for teaching very easy. With the help of videos, it is possible to improve flexibility and diversity in teaching. On the other hand, the management and distribution of videos has often been realized separately from other applications (e.g., learning management systems) which are used in teaching. This makes their full utilization difficult and creates extra work. This article introduces the CiNetCampus environment designed for teaching with …

The interplay between the guidance from the digital learning environment and the teacher in supporting folding back

2022

AbstractPrevious studies have proposed that students’ mathematical understanding develops dynamically through the process known as folding back, in which learners revisit earlier forms of understanding and use them to build even deeper levels of mathematical understanding. Digital learning environments, where students can manipulate representations, are often used to enable students to notice properties, patterns, or rules. When working in such an environment, students usually receive support from the environment and the teacher. The interplay between these different sources of support is important according to previous studies. In this study, we examine this interplay in the case of foldin…