Implementing virtual collaborative inquiry practises in a middle-school context

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dc.contributor.author Lakkala, Minna
dc.contributor.author Ilomäki, Liisa
dc.contributor.author Palonen, T
dc.date.accessioned 2011-10-17T23:39:57Z
dc.date.available 2011-10-17T23:39:57Z
dc.date.issued 2007
dc.identifier.citation Lakkala , M , Ilomäki , L & Palonen , T 2007 , ' Implementing virtual collaborative inquiry practises in a middle-school context ' , Behaviour & Information Technology , vol. 26 , no. 1 , pp. 37-53 . https://doi.org/10.1080/01449290600811529
dc.identifier.other PURE: 848316
dc.identifier.other PURE UUID: c9039294-b4da-4145-8e36-3d69e16eebcb
dc.identifier.other dawa_publication: 171587
dc.identifier.other WOS: 000242473600004
dc.identifier.other Scopus: 33845314340
dc.identifier.other ORCID: /0000-0002-5429-7853/work/29429428
dc.identifier.other ORCID: /0000-0002-8289-4292/work/31933531
dc.identifier.uri http://hdl.handle.net/10138/27971
dc.description.abstract The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course. sv
dc.description.abstract The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course. fi
dc.description.abstract The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course. en
dc.format.extent 17
dc.language.iso eng
dc.relation.ispartof Behaviour & Information Technology
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 515 Psychology
dc.subject verkko-opetus
dc.subject pedagogiikka
dc.subject oppimisympäristö
dc.subject tietoverkot
dc.subject Groupware
dc.subject Learning Environment
dc.subject verkko-opetus
dc.subject pedagogiikka
dc.subject oppimisympäristö
dc.subject tietoverkot
dc.subject Groupware
dc.subject Learning Environment
dc.subject verkko-opetus
dc.subject pedagogiikka
dc.subject oppimisympäristö
dc.subject tietoverkot
dc.subject Groupware
dc.subject Learning Environment
dc.title Implementing virtual collaborative inquiry practises in a middle-school context en
dc.type Article
dc.contributor.organization Psychology (-2015)
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/01449290600811529
dc.relation.issn 0144-929X
dc.rights.accesslevel openAccess
dc.type.version submittedVersion
dc.identifier.url https://www.tandfonline.com/eprint/KnJtinsFXKzmGQZam44D/full?target=10.1080/01449290600811529

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