Browsing by Subject "sulautuva opetus"

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  • Mehtälä, Karri (Helsingfors universitet, 2016)
    The aim of this Master's thesis is to study the use of videos in education. The main focus is on teachers who produce their own videos. Due to the exponential growth of audio-visual communication in social media and the internet, today's youth consume videos more than ever. In many ways schools continue to operate in the same way they have in previous decades and fail to utilize the full potential of the new medium. The theory section of this thesis consists of two chapters, which examine the use of videos in schools and the Flipped Classroom method, which is based on the idea of student-centred learning. Previous studies have shown, that the Flipped Learning method can improve student satisfaction and in some cases test results. Research findings on the qualities of a good instructional video are available. The research method chosen for this paper is one of theory-guided, qualitative content analysis. The theme-centred interview consists of three Finnish upper secondary school teachers, who had several years of experience in the making of instructional videos. Based on analysis of the semi-structured interview, three main categories were formed: videos in education, making of videos and teaching with videos. Case study as a research strategy helped to answer the main questions of why and how videos are used in schools. The study reveals, that teachers produce videos, because they want to teach in their own specific way. The teachers used other online videos only as additional material and they did not receive much collegial support. According to teachers, the Flipped Classroom method, which relies on videos as learning material, improved student and teacher satisfaction at school. It shifted the work from teaching towards guiding. The production of the videos was considered time consuming, but the student feedback was positive. Often students did not watch the videos at home, which was a problem for the teachers. In the future, the teachers want to develop and support students to produce their own videos. This could help them to understand the students' thinking processes and replace some of the written exams. Increasing the use of video at school could help develop students' media literacy, support different learning styles, encourage creativity, improve school satisfaction and narrow the communication gap between students and teachers. The findings can be applied by those who wish to produce their own instructional videos or try the Flipped Classroom method.
  • 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.
  • Fredriksson, Marketta (Helsingin yliopisto, 2018)
    The explosion of the international networking and the rapid development of mobile networks challenges the learning process to take place in the Internet. E-learning is a central aspect in the international educational cooperation. Due to the exponential growth of higher education in the developing countries, the quality of education is more important than ever. There is an immediate need for the reliable research evidence for well-designed online education in the developing and politically unstable countries, where the development aid is targeted. The combination of the exponentially increased demand for the higher education and rapid development of mobile technology requires all parties of the co-operation to map out the success factors of online education as well as investments based on research data and training to work in the online environment. In this thesis, the challenges and possibilities of online education in Kenya were mapped out and the results of analysis led to identifying the success factors. The research method was an integrative literature review. The information retrieval covered multiple databases and was carried out extensively with explicitly executed literature searches. The searches from relevant databases were conducted and finally 17 articles were included in the review. The chosen articles for the review were identified on the screening process according to inclusion criteria and analyzed with a theory driven content analysis. The analysis was based on literature related to the current state of the e-learning infrastructure and e-readiness of universities in Kenya. Analysis resulted in five dimensions which contributed the research problem. The analysis highlighted how the technological, operational, pedagogical, social and impact factors were affecting the success. The review exposed the central challenges that should be taken into special consideration, when planning the pedagogical and technical implementation as well as resourcing of the online education projects in eastern Africa. The results can be utilized in the education field in development projects and in planning of international joint degrees. The majority of challenges in the blended learning education are related to scarce resources, the weakness of infrastructure and rapidly growing number of students. In a country like Kenya, it is rough for a university to cope with these challenges alone.