检索结果-内蒙古大学图书馆

9th International Conference on Computer-Supported Collaborative learning 2009, CSCL 2009

作者： Laru, Jari Näykki, Piia Järvelä, Sanna LET - Learning and Educational Technology Research Unit University of Oulu Snellmania Finland

ISBN: (纸本)1615841377

In this study the dependencies between higher education students' profiles, activities, and learning outcomes in collaborative learning - as mediated by social software - were examined. Although the sample size in this study was small (n=22), Bayesian Dependency Modeling method provided statistically viable insight. The results show that learners who were active reflectors in their blogs, but who were also interested in what others achieved, obtained the best results in knowledge tests. Based on the analysis, two distinct learner profiles that reflect differences in the students' dependencies can be distinguished: monitor and reflector. Furthermore, an indirect dependencies found in the analysis suggests that both reflectors and monitors are also active wiki editors and participants in face-to-face discussions. Further qualitative analyses are needed in order to get an in-depth view of the complex interactions and dependencies within and between the face-to-face and virtual, but also individual and social, planes of collaboration. © ISLS.

关键词： Reflection

来源：评论

学校读者我要写书评

暂无评论

Exploring changes in network structures during online discussions

Exploring changes in network structures during online discus...

引用

International Perspectives in the learning Sciences: Cre8ing a learning World - 8th International Conference for the learning Sciences, ICLS 2008

作者： Hurme, Tarja-Riitta Veermans, Koen Palonen, Tuire Järvelä, Sanna University of Oulu Department of Educational Sciences and Teacher Education Research Unit for Educational Technology PO BOX 2000 Fin-90014 Oulu Finland University of Turku Centre for Learning Research Educational Technology Unit Fin-20014 Turku Finland

The aim of this study was to examine and model changes in communication network structures during online discussions in a virtual course at the university level. Two small groups of Finnish students (N=46) from different universities attended a national virtual course concerning a specific topic in the history of science. The course assignment consisted of participating into seven different discussion topics using Optima, an asynchronous learning environment. The discussions were used to examine communication networks during the course. Social network analysis techniques were used to explore communication networks and changes in these networks at structural and dyadic levels in four discrete time points with the effects of degree, reciprocity, transitivity and 3-cycles modeled by using the conditional method of moments. The results of the study suggest that during a virtual course the participants tend to form subgroups and hierarchical structures as in the same way as any other social community.

关键词： Method of moments

来源：评论

学校读者我要写书评

暂无评论

The relationship between secondary school students’ situational interest and their collaborative learning interactions

引用

SN Social Sciences 2023年第8期3卷 1-22页

作者： Tatiana, Shubina Hanna, Järvenoja Kristiina, Mänty Faculty of Education and Psychology Learning and Educational Technology Research Unit (LET) University of Oulu PO. BOX 2000 Oulu Finland

Situational interest can be a prominent driver for learning, but little is known about how it is connected to the type of interactions students engage in during collaborative learning. To address this gap, we collected data from 94 secondary school students who worked on collaborative tasks during a five-session science course. Students reported their situational interest before and after every collaborative task. The collaborative sessions were videotaped. Based on the differences in situational interest variation, the students were assigned to three situational interest clusters. The differences in the level and trend of interactions were then statistically examined between the clusters. The results showed that the students whose situational interest increased had a higher level of cognitive interaction (U = 6704.5, p = 0.04) and more rapid growth in cognitive (t (196) = − 2.42 and − 3.62, p < 0.01) and socio-emotional (t (196) = − 1.81 and − 3.48, p < 0.05) interaction than other students. Instead, those students whose situational interest decreased showed more rapid growth in off-task interaction (t (196) = 2.59, p = 0.01). To maintain an optimal level of situational interest, the findings also suggest paying attention to off-task interactions during collaboration, in addition to cognitive interaction. © The Author(s) 2023.

关键词： Cognitive interaction Collaborative learning Interest in learning Situational interest Socio-emotional interaction

来源：评论

学校读者我要写书评

暂无评论

Exploring changes in network structures during online discussions 08

Exploring changes in network structures during online discus...

引用

Proceedings of the 8th international conference on International conference for the learning sciences - Volume 1

作者： Tarja-Riitta Hurme Koen Veermans Tuire Palonen Sanna Järvelä University of Oulu Department of Educational Sciences and Teacher Education Research Unit for Educational Technology University of Turku Centre for Learning Research Educational Technology Unit University of Turku Centre for Learning Research Educational Technology Unit University of Oulu Department of Educational Sciences and Teacher Education Research Unit for Educational Technology

关键词：

来源：评论

学校读者我要写书评

暂无评论

How learners share and construct metacognition in social interaction?

How learners share and construct metacognition in social int...

引用

International Perspectives in the learning Sciences: Cre8ing a learning World - 8th International Conference for the learning Sciences, ICLS 2008

作者： Hurme, Tarja-Riitta Järvelä, Sanna Merenluoto, Kaarina Salonen, Pekka University of Oulu Department of Educational Sciences and Teacher Education Research Unit for Educational Technology PO BOX 2000 Fin-90014 Oulu Finland University of Turku Department of Teacher Education Centre for Learning Research Fin-20014 Turku Finland

The aim of this exploratory study was to examine how the six matched triads of pre-service teachers share and construct metacognition in mathematical problem solving in WorkMates learning environment having or having not a stimulated recall group interview. More specifically, we examined socially shared metacognition and we performed the qualitative content analysis of the discussion forum data from metacognition point of view. The results showed metacognition becoming shared and metacognition becoming visible but not shared in discussions.

关键词： Computer aided instruction

来源：评论

学校读者我要写书评

暂无评论

Does social software fit for all? examining students' profiles and activities in collaborative learning mediated by social software 09

Does social software fit for all? examining students' profil...

引用

Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1

作者： Jari Laru Piia Näykki Sanna Järvelä Learning & Educational Technology Research Unit University of Oulu Snellmania Finland

ISBN: (纸本)9781409285984

In this study the dependencies between higher education students' profiles, activities, and learning outcomes in collaborative learning -- as mediated by social software -- were examined. Although the sample size in this study was small (n=22), Bayesian Dependency Modeling method provided statistically viable insight. The results show that learners who were active reflectors in their blogs, but who were also interested in what others achieved, obtained the best results in knowledge tests. Based on the analysis, two distinct learner profiles that reflect differences in the students' dependencies can be distinguished: monitor and reflector. Furthermore, an indirect dependencies found in the analysis suggests that both reflectors and monitors are also active wiki editors and participants in face-to-face discussions. Further qualitative analyses are needed in order to get an in-depth view of the complex interactions and dependencies within and between the face-to-face and virtual, but also individual and social, planes of collaboration.

关键词：

来源：评论

学校读者我要写书评

暂无评论

Exploring the Determinants of Artificial Intelligence (Ai) Literacy: Digital Divide, Computational Thinking, Cognitive Absorption

SSRN

引用

SSRN 2022年

作者： Celik, Ismail Learning and Educational Technology Research Unit Faculty of Education University of Oulu OuluFI-90014 Finland

To effectively utilize artificial intelligence (AI)-based technologies and realize their novel ethical issues, individuals must have a variety of knowledge and skills about AI. Such knowledge and skills have led to the emergence of AI literacy. Despite the importance of AI literacy in everyday life, little is known about its determinants. To better understand the determinants of AI literacy, we attempted to build a research model relying on previous research and different theoretical frameworks. The model incorporated digital divide, cognitive absorption, and computational thinking. As a major finding from the current study, we found out individuals with physical access to information and communication technologies (ICTs) are more expected to use and recognize AI. Also, motivation and skills in using ICTs enable individuals to better evaluate the outcomes of AI-based technologies. The findings also showed that convenient access to ICTs contributes to a deep involvement with AI-based technologies in the use. Further, individuals with higher motivation and skills to use AI technologies are likely to have a pleasant experience after using these technologies. Moreover, computational thinking was found to be significant a determinant of AI literacy, which facilitate using, recognizing, and evaluating AI-based technologies. © 2022, The Authors. All rights reserved.

关键词： Artificial intelligence

来源：评论

学校读者我要写书评

暂无评论

How learners share and construct metacognition in social interaction? 08

How learners share and construct metacognition in social int...

引用

Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3

作者： Tarja-Riitta Hurme Sanna Järvelä Kaarina Merenluoto Pekka Salonen University of Oulu Department of Educational Sciences and Teacher Education Research Unit for Educational Technology Finland University of Turku Department of Teacher Education & Centre for Learning Research Finland

关键词：

来源：评论

学校读者我要写书评

暂无评论

Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

引用

Nordic Journal of Nursing research 2019年第4期39卷 191-200页

作者： Männistö, Merja Mikkonen, Kristina Vuopala, Essi Kuivila, Heli-Maria Virtanen, Mari Kyngäs, Helvi Kääriäinen, Maria Research Unit of Nursing Science and Health Management University of Oulu Finland Health Care and Nursing Oulu University of Applied Sciences Finland Research Unit for Learning and Educational Technology University of Oulu Finland Health Care Diagnostic Services and Service Management Helsinki Metropolia University of Applied Sciences Finland Medical Research Center Oulu Oulu University Hospital University of Oulu Finland The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group (n = 87) studied using a collaborative digital learning environment and the control group (n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education. © The Author(s) 2019.

关键词： collaborative learning digital learning environment intervention nursing education student

来源：评论

学校读者我要写书评

暂无评论

An overview of instruments for assessing and supporting elementary school students’ self-regulated learning

引用

learning: research and Practice 2021年第2期7卷 109-146页

作者： Koivuniemi, Marika Järvenoja, Hanna Järvelä, Sanna Thomas, Valérie Learning and Educational Technology Research Unit (LET) Department of Educational Sciences University of Oulu Oulu Finland Faculty of Psychology and Educational Sciences Department of Educational Sciences Vrije Universiteit Brussel Brussels Belgium

This study summarises existing instruments for measuring and supporting self-regulated learning (SRL) in schools using articles from the SCOPUS and Web of Science databases. We analyse how the instruments address cognition, motivation or emotions as a target for regulation and whether they acknowledge the phase of SRL (forethought, performance or reflection) that is used. The results show that the instruments accurately specified the SRL target/s, although the regulation phase was specified only 32.7% of the time. Moreover, the SRL assessment instruments measured students’ cognition and motivation, whereas support focused only on cognitive processes. If SRL instruments are intended for future pedagogical use, supports that explicitly target motivation and emotion and acknowledge the differences between SRL phases should be designed. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： assessment instruments self-regulated learning SRL supports

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：