Search results for "yhteisöllinen"

“You really brought all your feelings out” : Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative lea…

2021

The aim of this study is to explore how students experience and describe socio-cognitive and socio-emotional challenges in collaborative learning. The participants (N = 20) were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six-week mathematics course. The purpose of the script was to provide structured phases during the collaborative learning tasks for the group members to plan, monitor, and evaluate their workings. The video data of groups' face-to-face work was collected and analysed by focusing on the different types of challenges the groups experienced and the types of challenges they described during the scripted…

Henkilön käsite avaimena psykiatrian dialektiseen filosofiaan

2018

Lectio praecursoria 25.10.2017 Mitä henkilö on? Mitä psykiatria on? Dialektisessa filosofiassa nämä peruskäsitteet eivät jää annetuiksi, sellaisinaan pysyviksi, kuten eksaktit analyyttisen filosofian käsitteet usein jäävät, vaan tulevat ymmärretyiksi kuvauksina muodostumistensa prosesseissa. Dialektinen prosessi ei kuvaa vain tietämisen kohdetta (objektivistisesti), vaan asian olemista kokonaisena tiedostuksen prosessina (subjekti, objekti, tilanne, itsetiedostuksen prosessi). Henkilön perusprosessi vie yksilön ja persoonan kautta tiedostettuun henkilön käsitteeseen. Siis dialektisessa kieltämisen kieltämisen prosessissa käsitteet eivät vain ehdottomasti erotu toisistaan, vaan ne prosessiss…

Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

2021

This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning grou…

Automatic content analysis in collaborative inquiry-based learning

2019

In the field of science education, content analysis is a popular way to analyse collaborative inquiry-based learning (CIBL) processes. However, content analysis is time-consuming when conducted by humans. In this paper, we introduce an automatic content analysis method to identify the different inquiry-based learning (IBL) phases from authentic student face-to-face discussions. We illustrate the potential of automatic content analysis by comparing the results of manual content analysis (conducted by humans) and automatic content analysis (conducted by computers). Both the manual and automatic content analyses were based on manual transcriptions of 11 groups’ CIBL processes. Two researchers …

Totuuden jäljillä : tekstin tulkinta nuorten aikuisten raamattupiirikeskusteluissa

2010

Ytimessä-hanke testaa ja kehittää yhteisöllisen lukemisen muotoja

2019

Students’ collaboration dispositions across diverse skills of collaborative problem solving in a computer-based assessment environment

2023

Collaborative problem solving (CPS) has been considered as one of the vital 21st century skills. To be successful in CPS requires not only CPS skills but also positive attitudes towards collaboration (i.e., collaboration dispositions). However, the relationship between CPS skills and collaboration dispositions has not been studied much, especially among early adolescent students. The purpose of this study is to investigate the dimensions of students' collaboration dispositions and their relationship to students' assessed CPS skills (i.e., social and cognitive skills of CPS, see Hesse et al., [2015]). Data were collected from 214 Finnish sixth-grade students (Meanage = 12.44, SDage = 0.32, f…

Learning to survive amidst nested crises: can the coronavirus pandemic help us change educational practices to prepare for the impending eco-crisis?

2021

The ongoing ecological crisis and the more recent Coronavirus crisis challenge the grand narrative of Enlightenment that human beings are ‘masters of nature’. For millennia, human social learning has allowed Homo sapiens to outpace most of our competitor creatures and live a comfortable life, but this competitive success has resulted in cataclysmic failure for the ecosystem. However, people’s unique ability to learn gives us hope that we can overcome the nested crises, or learn to live with them. What is required is not more knowledge, but instead, collective learning to change practices, institutionalized in educational processes. Drawing on the theory of practice architectures, this paper…

Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence.

2017

Background Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates, even learning outcomes can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, the primetime learning model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced lea…

Learning teamwork through a computer game: for the sake of performance or collaborative learning?

2021

AbstractOur study examined using a computer-based learning game as a tool to facilitate teaching and learning teamwork skills. The game was applied to an undergraduate level human resource management course at a business school in Finland. We focused on students’ experiences and key learning outcomes of collaborative learning of teamwork skills through the game, and our analysis highlighted two key features of learning outcomes. First, the computer-based learning game promoted students’ self-reflection and evaluation of their individual team roles. Second, although the game taught students the importance of continuous information sharing in teamwork, their evaluation of team outcomes was pe…