Search results for author:"Sanna Jarvela"
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Instructional Science: An International Journal of the Learning Sciences Vol. 26, No. 6 (1998) pp. 439–72
Analyses of students' social and motivational interpretations of interaction during classroom teaching and learning are reported. The interactive learning was organized according to the principles of a cognitive apprenticeship and applied to a...
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 4 (July 2004) pp. 269–291
This study examined situation-specific coping strategies of students with different achievement goals as they take part in inquiry learning. A case study was conducted in a Finnish elementary school. 21 ten-year-old students participated in the...
Web-based Cases in Teaching and Learning - the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication
Interactive Learning Environments Vol. 10, No. 1 (2002) pp. 1–22
Examines the quality of asynchronous interaction in Web-based conferencing among preservice teachers. The study combines asynchronous conferencing with peer and mentor collaboration to electronically apprentice student learning. Results point out...
Social Patterns in Mobile Technology Mediated Collaboration among Members of the Professional Distance Education Community
Educational Media International Vol. 45, No. 1 (March 2008) pp. 17–32
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for 12 weeks designing a master's programme in...
International Journal of Computers for Mathematical Learning Vol. 10, No. 1 (January 2005) pp. 49–73
The purpose of this study was to analyse secondary school students' (N = 16) computer-supported collaborative mathematical problem solving. The problem addressed in the study was: What kinds of metacognitive processes appear during computer...
Educational Psychologist Vol. 48, No. 1 (2013) pp. 25–39
Despite intensive research in computer-supported collaborative learning (CSCL) over the last decade, there is relatively little research about how groups and individuals in groups engage, sustain, support, and productively regulate collaborative...
Social Psychology of Education: An International Journal Vol. 11, No. 3 (August 2008) pp. 299–322
The aim of this article is to describe and analyze how computer supported inquiry learning effects two secondary school students' engagement in a literacy learning project. With comparative analysis of various sources of data we aim to understand...
Supporting Collaborative Inquiry during a Biology Field Trip with Mobile Peer-to-Peer Tools for Learning: A Case Study with K-12 Learners
Interactive Learning Environments Vol. 20, No. 2 (2012) pp. 103–117
This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while...
Educational Research and Evaluation Vol. 18, No. 1 (2012) pp. 65–84
Empirical research reveals that students face difficulties engaging in learning and achieving their goals in a variety of learning contexts. To study effectively, students need to regulate their learning process. In spite of increased understanding...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 2 (March 2005) pp. 121–136
The aim of this study is to investigate what is reciprocal understanding in virtual web-based interaction and what does it consist of. The context of this study was an international web-based pre-service teacher education (N=116) course. The study...
Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools
Educational Technology & Society Vol. 10, No. 4 (2007) pp. 71–79
In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially...
A Theoretical Analysis of Social Interactions in Computer-based Learning Environments: Evidence for Reciprocal Understandings
Journal of Educational Computing Research Vol. 21, No. 3 (1999) pp. 363–88
Presents a theoretical and empirical analysis of social interactions in computer-based learning environments. Explores technology use to support reciprocal understanding between teachers and students based on three technology-based learning...
Group-Level Analysis on Multiplayer Game Collaboration: How Do the Individuals Shape the Group Interaction?
Interactive Learning Environments Vol. 18, No. 4 (December 2010) pp. 365–383
In this study, the aim was to examine how small-group collaboration is shaped by individuals interacting in a virtual multiplayer game. The data were collected from a design experiment in which six randomly divided groups of four university students ...
Learning Environments Research Vol. 3, No. 1 (2000) pp. 35–50
Describes the pedagogical framework of an interdisciplinary, international project entitled NINTER (Networked Interaction: Theory-Based Cases in Teaching and Learning). Discusses a pedagogical model for teacher and staff development programs in a...