Search results for "Learning"

Health and Social Care Educators’ Competence in Digital Collaborative Learning : A Cross-Sectional Survey

2020

The ongoing change from traditional pedagogy to digital collaborative learning requires a new mode of teaching, learning, and educators’ responsibilities. For competence in digitally mediated teaching, educators need understanding of how to provide appropriate digital environment to learn collectively and individually. The aim of this study was to describe and explore health and social care educators’ perceptions of their current level of competence in digital collaborative learning and identify distinct educators’ profiles. Data were collected via cross-sectional survey from educators in 21 universities of applied science and eight vocational colleges in Finland using an instrument coveri…

Developing education students' conceptions of the learning process in different learning environments

1997

Abstract Changes in conceptions of the learning process of 31 educational psychology students were examined in a constructivist and in a traditional learning environment. The study was carried out in a course which dealt with theories of learning and development and consisted of three text books. At the beginning of the course all students wrote a short essay, “My conception of learning”, after which the participants were divided in two groups. The traditional learning group studied the books individually, listened to the lectures and took an exam while the constructive learning group worked with different writing assignments, discussed the topics in groups and wrote an extensive essay inst…

Traditional studying for examination versus constructivist learning tasks: Do learning outcomes differ?

1998

ABSTRACT Students' learning outcomes on an educational psychology course which involved studying three textbooks were compared between a constructivist class without a final examination and a traditional class concluding with an examination. The constructivist group (n = 16) studied the coursebooks with the help of writing assignments, discussed their assignments in groups and wrote an essay. The control group (n = 23) read the books on their own, attended lectures and took an examination. Learning outcomes were investigated (1) as the students' subjective learning experiences; (2) as changes in the students' learning conceptions; and (3) as measured by a traditional examination in which th…

Orchestrating 21st century learning in higher education: A perspective on student voice

2016

For universities to meet the 21st-century learning needs of today's students, it is important they allow students to take an active role in developing pedagogy and sharing their perspective. This paper introduces design-based research aiming to develop a pedagogic approach to support technology-enhanced learning practices at the university level with the focus on teacher orchestration of learning activities and student voice. Drawing from the perspectives of teachers and students who participated in a course focused on learning and 21st-century competencies, four main elements indicating student voice and technology-enhanced pedagogy are presented: increased interaction among university com…

¿Cómo aprender a trabajar en equipos integrados? El papel del aprendizaje cooperativo en la formación de directivos

2009

En la literatura de dirección estratégica, la investigación que explica los resultados de los equipos enfatiza el papel de los procesos y, concretamente, del comportamiento integrador. Por otro lado, en educación superior el trabajo en equipo es una herramienta aceptada y en extensión pero con usos heterogéneos y resultados dispares. El objetivo de este trabajo es demostrar que el aprendizaje cooperativo, como parte integral del proceso de aprendizaje, permite adquirir un mejor nivel de comportamiento integrador a los miembros del equipo. Analizando el comportamiento integrador en 101 estudiantes que utilizaron aprendizaje cooperativo y comparándolos con 120 de un grupo de control demostram…

2018

This study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet the...

Teaching and learning business ethics in a multicultural group

2017

Building on a constructivist learning theory and a case teaching method, this article suggests a mixed learning approach for teaching business ethics in a multicultural group. The purpose is to present the objectives and implementation of the mixed learning approach in a case course with a multicultural group. Based on the students' feedback, we also analyse and discuss the effects of the mixed learning approach on students' learning experiences. The article contributes to the growing stream of literature on business ethics teaching in higher education by presenting an approach that allows teachers and students to join in constructive knowledge creation in a multicultural group. In so doing…

Perceived Sociability and Social Presence in a Collaborative Serious Game

2013

Collaborative serious games have proven to have the potential to support joint knowledge construction, and there is a growing interest in applying such games to promote high-level learning. However, most of the existing studies have focused on the effects of functional, task-specific support while ignoring the social aspects of collaborative learning. This study is one aim to fill in the knowledge gap in order to understand how learners experience educational games as a means of social interaction and collaboration. The findings indicated that the game environment facilitated and supported players’ socio-emotional processes by eliciting students’ social presence and sociability. This has be…

The Interpersonal Dynamics of Collaborative Reasoning in Peer Interactive Dyads

2003

Abstract The authors investigated the microlevel processes of collaborative reasoning in heterogeneous peer dyads working on an open-design task in elementary geometry. Special attention was paid to the nature of student social interaction, problem-solving strategies, and mathematical language and how they shape collaborative problem-solving processes. Qualitative case-based analyses of 3 focal dyads reveal that collaborative reasoning was supported by equal participation in social interaction, consisting of joint negotiation of problem-solving strategies and active conceptualization and visualization of the situation. Challenges to collaboration were manifested in the existence of divergen…

ICT-Supported Education; Learning Styles for Individual Knowledge Building

2010

School surveys and reports on integration of ICT in teaching and learning indicate that the technology is mainly used in traditional learning environments. Furthermore, the most frequently used software in the classrooms are general tools like word processors, presentation tools and Internet browsers. Recent attention among youngsters on social software / web 2.0, contemporary pedagogical approaches like social constructivism and long time experiences with system dynamics and simulations, seem to have a hard time being accepted by teachers and curriculum designers. How can teachers be trained to understand and apply these possibilities optimally that are now available in the classroom and o…