Search results for "korkeakoulupedagogiikka"

Scripting as a pedagogical method to guide collaborative writing : university students' reflections

2020

A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students’ experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their share…

‘I don’t feel like I’m studying languages anymore’ : Exploring change in higher education students’ learner beliefs during multilingual language stud…

2022

To educate multilingual global citizens and follow the multilingual turn in language education, universities are faced with the challenge of developing their language pedagogies. This article reports on a study conducted in the context of university language studies that take a multilingual perspective to learning languages for academic and professional purposes. Although multilingual pedagogies have been widely developed in what could be traditionally considered as bilingual education, practical implementations are rarer when considering students that generally have one home language but study multiple foreign languages. To assess the effects of multilingual teaching in this kind of contex…

Critical educational praxis in university ecosystems: enablers and constraints

2018

Universities serve several important functions in society today through research, education, and community engagement, not least helping people to live meaningfully in society, and helping to create a world worth living in. A kind of practice that seems particularly important in fulfilling such responsibilities is critical educational praxis, a social-justice oriented, educational practice/praxis, with a focus on asking critical questions and creating conditions for positive change. Yet, the contemporary university is not exactly a niche for critical educational praxis. There are many practices and arrangements within higher education that make the enactment of critical educational praxis v…

Työelämän asiantuntijuus ja korkeakoulupedagogiikka

2008

”Korkeakouluopetuksen yksi ydinkysymys on se, millaista on asiantuntijuus, jota korkeasti koulutetuilta yhteiskunnan jäseniltä odotetaan. Tämän päivän asiantuntijatyölle on ominaista, että siinä yhdistyvät perinteiset akateemiset hyveet, kuten tieteellinen ajattelu, ja nykypäivän yhteiskunnan toiminnassa keskeisiksi nousevat verkostoitumis- ja sosiaaliset taidot. Keskeinen kysymys korkeakouluopetuksen kehittämisessä onkin se, miten voimme kehittää sellaista pedagogiikkaa, joka samanaikaisesti edesauttaa tieteellistä ajattelua ja yleisiä työelämän taitoja”, kirjoittaa professori Päivi Tynjälä. – Päivi Tynjälän virkaanastujaispuhe Jyväskylän yliopistossa 7.5.2008.

From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that b…

Digging into group establishment: Intervention design and evaluation

2021

Previous research has documented challenges in students’ group work. An identifiable segment of the previous research that relates to improving students’ group work conditions is the study of group formation and self- and peer-assessment. Though studies that primarily focus on how to address the conditions of students’ group work and the existing problems can be found, there are not many related to higher education settings. On this ground, the present article advances a qualitative evaluation of the intervention that promotes student groups’ self-awareness and thereby self-regulation toward fair group work during a software engineering project. An inductive thematic analysis was applied to…

Teaching and learning business ethics in a multicultural group

2017

Yhdessä oppiminen

2004

Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

2021

Publisher Copyright: © 2021, University of Ljubljana. All rights reserved. Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical…

Collaborative argumentation through role-play by students on a degree programme in social services

2019

The aim of this study was to investigate the nature of collaborative argumentation by students enrolled in a degree program in social services. Students (n = 29) in a University of Applied Sciences participated in role-play discussions and problem solving on adolescents’ substance abuse. The discussions were conducted either online (15 students) or face-to-face (14 students). The data comprise the students’ asynchronous online and face-to-face discussions, which were analysed by identifying discussion fragments relevant in collaborative argumentation, and by comparing the results of the two groups. The results showed that the face-to-face discussions were more collaborative than the online …