Browsing by Subject "blended learning"

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  • Loperfido, Fedela Feldia; Ritella, Giuseppe (2017)
    In this article, we use a dialogical approach to discuss the relationship between learning and democracy. In particular, we conceptualize the democratic aspects of the Self based on the Bakhtinian theory of Magistral, Socratic and Menippean dialogues, and on Herman’s conceptualization of the dialogical self. Using these theoretical resources, we aim at building a framework that allows to examine the emergence of democratic selves from learning interaction. In particular, we explore how the three forms of dialogue characterize the Self during a blended course and how students move from Magistral power identity positions to Menippean dialogues. We interpret these movements as revealing the emergence of a democratic expression of the Self.
  • Kotilainen, Marja-Riitta (2010)
    TRIM Research Reports
    In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of <br/>Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings. <br/>The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a <br/>promoter in evolving the designed model, as apposed to negative results.
  • Kotilainen, Marja-Riitta (University of Tampere, Department of Information Studies and Interactive Media, 2010)
    TRIM Research Reports
    In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings. The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a promoter in evolving the designed model, as apposed to negative results.
  • Lonka, Kirsti; Ketonen, Elina; Marttinen, Kitte; Talvio, Markus (2019)
  • Mäenpää, Kati; Pyhältö, Kirsi; Järvenoja, Hanna; Peltonen, Jouni (2018)
    Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This person-oriented, quantitative study explored first-year nursing students' (N = 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.
  • Mäenpää, Kati; Järvenoja, Hanna; Peltonen, Jouni; Pyhältö, Kirsi (2020)
    Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.
  • Ritella, Giuseppe; Loperfido, Fedela Feldia (2021)
    Learner-centered blended learning approaches, such as Knowledge Creation, emphasize the self-organizing characteristic of thought and action, and value the students’ autonomy and self-regulation during the engagement in collaborative learning tasks. In blended contexts, the students need to organize their learning paths within a complex environment, including multiple online and offline learning spaces. This process of self-organization during courses based on the Knowledge Creation approach is currently an overlooked topic of research. The present case study is aimed at addressing this research gap by providing an in-depth understanding of the collaborative self-organization of a group of five undergraduate students participating in an interdisciplinary media design course. The course was designed according to the Knowledge Creation approach and was carried out before the start of the COVID-19 pandemic. The dialogical theory of the chronotope and the theory of cultural models constitute the main theoretical tools for the research. We used qualitative methods inspired by ethnography, including participant observation, in addition to the collection and analysis of audio-visual records, stimulated recall interviews, and learning diaries completed by the students. The findings show that the group self-organization changed across different phases of the collaborative task and involved the development of specific practices of self-organization. Cultural models associated with the task contributed to determine the students’ choices related to self-organization.
  • Valtiotieteellinen tiedekunta; Faculty of Social Sciences; Statsvetenskapliga fakulteten (Valtiotieteellisen tiedekunnan verkko-opetuksen kehittämisyksikkö, 2009)
    Sulautuva opetus yhdistää lähiopetuksen ja verkko-opetuksen. Sulautuvan opetuksen käsite on käännös englanninkielisestä käsitteestä blended learning. Sulautuvan opetuksen lähtökohtana on, että se on suunnitelmallisesti toteutettua ja opetuksellisissa ratkaisuissa hyödynnetään vuorovaikutteisen opetuksen menetelmiä. Kasvokkainen vuorovaikutus luokkahuoneessa tarjoaa mahdollisuuden sosiaalisuuteen ja yhteiseen ideointiin, verkkovuorovaikutuksessa hyödynnetään vuorovaikutuksen asynkronisuutta ja paikasta riippumattomuutta. Tämä verkkojulkaisu pohjautuu vuoden 2008 Sulautuvan opetuksen seminaarin case-esityksiin. Julkaisussa kuvataan sulautuvaa opetusta ja esitetään käytännön esimerkkejä sulautuvan opetuksen moninaisuudesta. Tavoitteena on rohkaista opettajia käyttämään ja kehittämään sulautuvan opetuksen ideaa ja menetelmiä.
  • Sothayapetch, Pavinee; Lavonen, Jari (2022)
    Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school teachers in the context of teaching science through blended learning (BL) during the COVID-19. 11 teachers from Finland and Thailand were interviewed. The interview data were examined using deductive content analysis. The analysis revealed that all teachers used educational technology in their online classes in terms of providing the lesson content, learning activities, and the students’ learning assessment. Zoom and MS Teams were the tools used for online teaching in both countries. The main teaching method used in both types of instruction was experimentation. For online instruction, most teachers considered educational technology in every step of the teaching process to enhance students’ learning of science as much as possible. Many types of direct and technology-mediated interaction appeared during BL, especially during online teaching, which could be designed and analyzed in the context of the TPACK model.