Browsing by Subject "Collaborative learning"

Sort by: Order: Results:

Now showing items 1-7 of 7
  • Muukkonen, Hanni; Lakkala, Minna; Toom, Auli; Ilomäki, Liisa (Routledge - Taylor & Francis Group, 2017)
    New Perspectives on Learning and Instruction
  • Haataja, Eeva; Chan, Man Ching Esther; Salonen, Visajaani; Clarke, David (2022)
    In student collaboration, purposeful peer interaction crucial for success on the task. Such collaboration requires adequate and purposeful student agency. Theoretically, the between-individual complementarity of agency be-haviors enhances purposeful interaction. However, the level of agency of group members can disrupt the collaborative interactions. We conducted a case study of collaborative mathematical problem solving, where one student's behaviors of noncomplementary agency characterized the group interaction. We examined the video recording of the group by continuous quantitative coding of students' agency behaviors and segmented the interaction process into four phases. We analyzed qualitatively these phases based on the verbal transcript. We found that the target student's agency grew in relation to the other students despite her lack of mathematical competence. The findings provide us with a new perspective to understand the role of the situational individual agency in collaborative learning that underlines the tolerance of noncomplementarity of agency in student collaboration.
  • Lehtonen, Anna; Salonen, Arto O.; Cantell, Hannele (Springer International Publishing, 2018)
    Human activity is the most important factor determining our future. The rapid growths of population and materialistic ways of living have given rise to what many geologists now call the era of the Anthropocene. We argue that in order to solve the wicked problems of the Anthropocene—such as climate change—we need education to be organized around sensing and actualizing the full potential of a human being. It is necessary to clarify the goal of education and the ideals of society toward that pursuit. Climate change education supports building societies that are characterized by flexible, creative, adaptable, well-informed and inventive sustainable well-being communities. In this article, we define the special aspects of climate change education and ask: how could we educate people for transformation toward a sustainable future? What kind of holistic change in thinking and action is needed for the construction of hope and of a sustainable future? What kind of pedagogical approaches can promote full humanness?
  • Laakso, Noora L.; Korhonen, Tiina S.; Hakkarainen, Kai P. J. (2021)
    Background: This exploratory study engaged teams of elementary and middle school students in the collaborative design of digital games. Game design is theoretically examined in this study as a form of knowledge-creating learning that is characterized by collaborative efforts to advance a shared object of activity, i.e., the game being designed. Using mixed methods, we examined how students experienced the game design project and how the project fostered connected learning, that is, integration of students' personal interests and supportive peer relations with their schoolwork, and how their self-assessed digital competences developed. Methods: The digital competences of 98 comprehensive school students across Finland were traced using pre-and post-questionnaires. The post-questionnaire also included validated measures on connected learning. Quantitative methods were used to analyze structured measures, and qualitative methods were used to analyze open-ended measures. Findings: Students experienced game design as an inspiring, challenging activity. Game design engaged student teams in sustained, collaborative efforts to create shared digital artifacts. Their efforts involved a great deal of mutual support and knowledge sharing. Participation also improved students' self-reported technical and artistic digital competences. The game design project fostered informal, interest-driven, sociodigital participation; inspired learning engagement; and improved schoolwork practices. Contribution: The game design project appeared to be a pedagogically meaningful way of engaging students in knowledge-creating learning and of connecting students' formal and informal learning. The project sparked students' motivation to learn, fostered digital competences, and enriched the learning environment.
  • Viilo, Marjut; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai (2018)
    This explorative case study longitudinally examines teacher orchestration of an inquiry learning process in a technology-enhanced elementary classroom. A 13-month investigative study on cultural artifacts was conducted on 32 fourth grade students who progressed to the fifth grade during the project. The activities were mediated and documented using Knowledge Forum, a technology-enhanced collaborative environment. Data were gathered from video recordings of whole-class sessions and the teacher’s reflective diary entries. The coding scheme for the video analysis focused on identifying the various orchestration events, while drawing on theory and data-driven qualitative content analysis. Six types of orchestration events effectively maintained the process during whole-class sessions. These events supported the advancement of knowledge, reflection on inquiry, and pragmatic organization of inquiry. The study also adopted CORTDRA diagrams that highlighted temporal aspects of the orchestration events throughout the project. Knowledge Forum enabled the longitudinal advancement of the project.
  • Reinius, Hanna; Korhonen, Tiina; Hakkarainen, Kai (2021)
    This exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and teachers. We also considered the meaning and significance that pupils and teachers attach to various features of the school, as well as the associated action possibilities. The data were gathered in a new school in the Helsinki capital area that was architecturally designed to have flexible learning spaces (FLS) without traditional classrooms or desks for pupils in an attempt to encourage pedagogical renewal. The participants comprised 17 pupils in one second-grade class and their two teachers. The data were collected by participant observation (15 lessons over 3 weeks) and interviews with the teachers and groups of pupils. Those working in FLS engaged in collaborative learning and teaching activities. Pupils worked constantly in pairs or small groups and studied collaboratively. They also incorporated mobility into their own learning activities and developed agency by choosing how and where they would work. In particular, they appreciated being able to collaborate with their peers and freely choose where and how to study. Teachers approved of the school environment’s facilitation of collaborative learning and highlighted the importance of professional co-planning and other aspects of collaboration. Overall, the design of school environments matters at the pedagogical and professional level. With thoughtful planning, such design can support deeper collaboration among teachers and pupils, foster knowledge sharing, and even develop pupils’ agency. Although the learning space itself does not ensure change, it does enable new kinds of interaction and joint learning activities.