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(2017)The aim of this study was to find out the level of preschoolers’ physical activity during the day and to show if they are able to reach the recommended level of physical exercise in perspective to early childhood education. The study was also targeted to find out if there are any differences in preschoolers’ physical activity based on gender and geological location. The material for this quantitative research was gathered in May 2015 from two separate pre-schools. 28 children from two groups took part in the study. While this study took place, the children were 6–7 years old. Nine of them were girls and 19 boys. The data was gathered by using Polar activity wrist sensors and analyzed by transforming the results into a quantitative form. The results show that the preschoolers’ physical activity is fairly minimal, but on the other hand, it varies significantly between the individuals and days. Only a few of the participants were able to reach the expected minimum of two hours physical activity per day. Some differences be-tween genders were found in favor of the boys, but the greatest differences were found be-tween individuals. The location of the preschool had significance as well: the children in the city center preschool had higher results in physical activity than the ones in the municipality pre-school. Generally, it can be said that children between 6-7 years of age do not get enough exercise, which coincides with previous studies. The results are directive but the concern of the low physical activity of preschool children is justified. . More attention should be paid to those habits and practices which enable - and prevent - the daily play time at preschool.
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(2018)The purpose of this study is to find out the preschool aged children’s conceptions about becoming a schoolchild and the construction of these conceptions. This information could be utilized in the planning the beginning of school. The theoretical part of the study discusses preschool and elementary education and their curricula. The focus in this part is to concentrate on the history of pre-primary education and to compare the differences between preschool and elementary education. Additionally, this part focuses on transition from preschool to elementary education. This change is viewed through Bronfenbrenner (1979) ecological transition. The ecological transition process has been a typical approach in the Finnish analysis of transitions. Finally, the theoretical part discusses the preschool aged children’s learning process and what kind of thoughts have a significant effect in the forming of their conceptions. This is a qualitative research with ethnographic features. The ethnographic features derive from the fact that the scholar spent four weeks in a children’s preschool group as an intern. The method for the gathering of data was half-structured theme based interview. The data was collected in December 2017. The sample group consisted of preschool aged children from city of Helsinki. Total of 15 children were interviewed for this study. The analysis was made with the method of content analysis. The results were divided into two parts based on the research problem. The results showed that the children have a lot of preconceptions about school. The preconceptions were divided into three main categories: conceptions of being a schoolchild, conception of school as an environment, and conceptions of the contents of schooldays. The second part of the results discussed how the children’s preconceptions are being formed. The conceptions of being a schoolchild were influenced during the preschool year by parents, siblings, the friends of children who were already attending school, adults working in preschool education, and visits to the school.
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(2016)Tiedekunta - Fakultet – Faculty Behavioural Sciences Laitos - Institution - Department Teacher Education Tekijä - Författare – Author Ainomaria Lyytikäinen Työn nimi - Arbetets titel Preschoolers`s leisure time and sport activity Title Oppiaine - Läroämne - Subject Education: early childhood education Työn laji/ Ohjaaja - Arbetets art/Handledare - Level/Instructor Master’s Thesis / Supervisor’s Name Aika - Datum - Month and year 7.12.2016 Sivumäärä - Sidoantal - Number of pages 35 pp. + 2 appendices Tiivistelmä - Referat - Abstract There were and there still are several organisations and experts who express their concern about how children don´t spend enough time exercising. That´s how I became interested in this subject and I wanted to examine whether this was true or not when it comes to pre-schoolers. As a kindergarten teacher it was also important for me for that I could be able to offer them enough possibilities to exercise during school day or a day in the kindergarten. The purpose of my survey was to examine if preschoolers exercise on their free time and if they do so, what kind of exercising they do. I presumed that preschoolers exercise on their free time but I was suspicious if it´s enough based on the daily recommendations of exercis-ing. There were 26 children in total who participated in this survey even though I had reached for 30 participants. The preschoolers were born in 2009 and the group included 14 girls and 12 boys. 17 children lived in Vantaa and nine lived in Espoo. I did my survey using a question-naire. There were both closed and open questions in the questionnaire. I analyzed all an-swers by using a quantitative method. I sent questionnaires to preschool classes and went to collect them on the due date. I ana-lyzed the data using the SPSS Statistics- program. As a conclusion of the results it can be said that children exercise every day but it´s clear that the time spent doing physical activities is far less than recommended. The gap between kids who exercise a lot and those who rarely exercise was quite large. 19,2% of children (n=26) exercise over 8 hours a week and 15,4% exercised 7-8 hours a week. When these results are divided for every day of the week, only 34,6% of children exercise as much as recommended, if there is an hour of exercising included in the day at preschool. Based on this survey, it is very important to make children exercise at preschools and in kindergartens to be sure that the recommendations are fulfilled. Avainsanat - Nyckelord Preschooler, leisure time, sport, childrens Keywords Säilytyspaikka - Förvaringsställe - Where deposited City Centre Campus Library/Behavioural Sciences/Ethesis Muita tietoja - Övriga uppgifter - Additional information
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(2024)Tavoitteet: Valtakunnallisten PISA-tulosten mukaan lasten matemaattiset taidot ovat Suomessa edelleen heikentyneet. Näiden tulosten taustalla vaikuttaa heikko motivaatio ja kiinnostus matematiikkaa kohtaan. Näitä tekijöitä yhdistää matematiikkakuva, jolla tarkoitetaan tunnesuhtautumista matematiikkaan sekä uskomuksia ja motivaatiota (Hannula & Holm, 2018). Matematiikkakuva alkaa muodostua jo varhaislapsuudessa ja sen tukeminen esiopetuksessa ennen kouluun siirtymää on tärkeää hyvien matemaattisten oppimismahdollisuuksien varmistamiseksi. Voidakseen tukea lasta matematiikassa parhaalla mahdollisella tavalla, tulee opettajan ymmärtää lapsen suhdetta matematiikkaan (Hannula & Holm, 2018). Tämän tutkielman tavoitteena oli saada tietoa esiopetusikäisten lasten matematiikkakuvasta. Tutkielmalla tavoiteltiin lasten omaa kerrontaa ja ajatuksia eikä todellisia matemaattisia taitoja. Matematiikkakuvaa on tutkittu Suomessa ja kansainvälisestikin, mutta aiemmissa tutkimuksissa kohderyhmänä ovat olleet aikuiset tai korkeamman koulutusasteen oppilaat. Esiopetusikäisten lasten oma kerronta puuttuu ja siten tutkimuskentällä on aiheesta aukko. Aiempien tutkimusten mukaan esiopetusikäisten lasten matematiikkakuva on aikuisten kertomana nähty myönteisenä. Tutkielmani hypoteesinani oli, että esiopetusikäisten lasten matematiikkakuva on positiivinen eikä lapsilla esiinny matematiikka ahdistusta. Oletin näin siksi, koska esiopetuksessa toiminta perustuu leikkiin ja lasten mielenkiinnonkohteisiin eikä lapsilla siten pitäisi vielä olla kertynyt merkittävää määrää negatiivisia kokemuksia. Menetelmät. Tutkielman aineisto kerättiin haastattelemalla kuutta esiopetusikäistä lasta eräässä helsinkiläisessä varhaiskasvatusyksikössä. Haastattelut toteutettiin puolistrukturoidulla teemahaastattelulla. Haastattelun teemana oli lasten matematiikkakuva ja kokemukset matematiikasta. Haastattelurungossani käsiteltiin matematiikkaan liittyviä uskomuksia, tunteita ja motivaatiota esiopetuksen ja kodin oppimisympäristöissä. Lapsille on luontaista ilmaista itseään monipuolisesti ja tämän vuoksi haastattelussa oli myös toiminnallinen osuus. Ongelmanratkaisutehtävät mahdollistivat lasten havainnoinnin haastattelun aikana. Aineisto analysoitiin teorialähtöisellä sisällönanalyysillä. Analyysitapa valikoitui, koska matematiikkakuvan osa-alueista ja merkityksestä oli jo olemassa selkeä teoria. Analyysivaiheessa aineisto jaoteltiin ylä- ja alatason teemoihin teoreettisen viitekehyksen mukaan. Tulokset ja johtopäätökset. Tutkielman tuloksissa uskomukset osoittautuivat negatiivisiksi. Tunteet jakautuivat tasaisesti positiivisiin ja negatiivisiin tunteisiin. Motivaatio kallistui enemmän ulkoiseen motivaatioon. Matematiikkakuva on tämän tutkielman mukaan esiopetusikäisillä lapsilla enemmän negatiivinen. Matematiikkakuvan osa-alueet ovat yhteydessä toisiinsa. Kasvattajalla ja ympäristöllä on huomattava vaikutus lasten matematiikkakuvan kehittymiselle.
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(2018)Tiivistelmä - Referat - Abstract Basic motor skills are the basis of mobility and are learnt in early childhood. Therefore it is very important to pay attention how these skills are developing. Good basic motor skills inspire children to exercise, which, in turn, keeps their mood alert. The aim of this study was to find out what kind of basic motor skills children in preschool have. The aim was also to find out how to support childrens motor skills and in what ways are children with weak motor skills supported and icluded in teaching. The first research question is that what kind of basic motor skills do children in preschool have. The second one is that how to support childrens basic motor skills development and thirdly how are children with weaker motor skills taken into account in teaching. Motor skills were tested with APM tests. The test was executed in January 2018 in a kindergarten in Helsinki for a preschool group. Nine children participated in the test. The teacher of the group was also interviewed. IBM SPSS Statistics 22 sowftware was used to analyze the results. Based on the material of the test, the basic motor skills of the children and the differences between the motor skills of girls and boys were examined. The interview material was analyzed by content analysis. Based on the results of the study, there were no significant diffrences between girls and boys observed This may be due to the fact that the sample size was so small that no statistically significant differences arose. A small sample size is also the reason why the results can not be generalized. There is no precise requirement for the basic motor skills of pre-school children, but compared to previous research results, for example, galloping was better than average, while balancing skills were slightly weaker in the research group. The second and third research questions were answered based on previous reasearches and the interview with the kindegarten teacher. Based on these childrens needs should be noted individually while planning physical education. concreteness and taking childrens intrests into account came to the fore.
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(2017)The aim of this research was to find out how preschool education can support the development of children’s emotional skills. The ways how Huiske-preschool learning material supports the development of children’s emotional skills is examined in this study. It is also examined how the material responses to the Finnish preschool curriculum (2014) -document’s (Esiopetuksen opetussuunnitelman perusteet 2014) viewpoint of integrated teaching. Previous studies has shown that emotional skills have an impact on learning and the development of interaction and social skills. The study combined quantitative and qualitative research strategy and the research method in this study was quantifying content analysis. The research material was a preschool material Huiske, which is a written learning material. Huiske consists of twenty story chapters, half of which were analysed in this study. Emotional skills which were discovered in the Huiske-material were naming emotions, emotion identification, expressing emotions, processing emotions and emotion regulation. Expressing emotions were the biggest part of emotional skills in the material which is on line with the preschool aged child development phase. Emotion exercises were integrated most to areas of expression and language skills. However, it is possible to integrate emotional skills to all the contents of the Finnish preschool curriculum-document (2014). With practising children’s emotional skills it is possible to support children’s development comprehensively.
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(2016)The purpose of this study was to find out how preschoolers perform in Controlled drawing observation (CDO) and how girls and boys performances differ. In addition the purpose was to find out how CDO`s mathematical and non-mathematical part are in connection. Earlier studies reveal that there is no difference between girls and boys mathematical skills in preschool age. Differences can be found in school when transited to secondary mathematical skills. This study gives new information about how preschoolers perform in CDO and what kind of differences there are between girls and boys performances. Previous studies about CDO have been done a long time ago so there is need for updated information. Many preschool teachers still use CDO to assess preschool children`s level of performance and specific support needs. The data of this study was collected from three preschool classes in autumn 2013, 2014 and 2015. There were 64 preschoolers participating in CDO of which 33 were girls and 31 were boys. This study is quantitative and the data was analyzed with SPSS-program. Differences between girls and boys were examined with t-test and the connection between mathematical and non-mathematical part with correlation. The findings reveal that there were major differences in preschooler’s performances in CDO. Girls performed statistically significantly better than boys. Girls performed better than boys in both mathematical and non-mathematical part. However in mathematical part the difference between girls and boys was not statistically significant. In non-mathematical part girls performed significantly better than boys. There was statistically significant connection between mathematical and non-mathematical part. Based on this study it looks like there is no difference between girls and boys mathematical skills in preschool age. However it looks like girls have better working memory skills than boys in preschool age. Mathematical and non-mathematical skills seem to be in connection. If the child performed well in mathematical part it was very liable that the child performed well in non-mathematical part too. CDO is suitable to identify the children who need more detailed tests. CDO does not tell why the children perform weakly, so only based on CDO conclusion cannot be made about children`s specific support needs.
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”Eskareissa haluan oppia…”. : Vironniemen esikoulun osallisuuden toimintatapa aikuisten näkökulmasta (2016)Participation is one of the rights of every child according to the Convention on the Rights of the Child (UN, 1989). National curricula, such as the Finnish core curricula for pre-primary education (2014), are based on this convention. It is not simple to try to define participation of children because there is no one answer what it means and how to research it in kindergartens. In this study, I will examine how participation is seen through one operational method used in Vironniemi kindergarten with preschoolers. The nature of this study is qualitative case study in Vironniemi preschool. In the preschool every child is given an opportunity to draw six wishes of what they want to learn during the preschool year. These wishes work as a basis for the activities and aims of the year. The research material consisted of drawings of 23 preschoolers and an interview of two workers in the group (a kindergarten teacher and a childminder). The aim of the study was to find out how the operational method support the participation of the children from the workers’ point of view. The research material was analyzed by using content analysis, classification and thematic analysis. The results of the study showed that the majority of the wishes of the children were fulfilled by the latter part of the school year (until 8th of May 2015). According to the results, the operational method used in Vironniemi preschool helps children to become participative in the planning of the school year. However, the participation of children in execution or evaluation is little. The interviewees thought that the operational method is working and giving a good way for children to participate. The parents of the children will also get participated in the preschool year through the operational method.
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(2018)Aim of the study. The aim of this study was to determine whether digital storytelling could be used as tool in inclusive evaluation. In this research, the focus is on children’s perceptions of quality through observing the children’s own digital stories. Previous studies have shown that the use of digital storytelling in preschool education supports and enriches learning. Photo-graphs have also previously been used in studies in order to define children’s perceptions of quality in early childhood education. Methodology. This study was performed in a preschool group as a qualitative action re-search during spring 2018. In the study, 11 preschool children composed a short digital story based on photographs they took during one day at their pre-school. The children worked in pairs or small groups of three and produced a total of six videos. The material was translit-erated and analyzed using theme analysis. Results and conclusions. Play, peer relationships and pedagogical activities were recurrent themes in the children’s stories. The process of making a digital story offers the teacher several opportunities to discuss quality with children. The digital stories themselves offer a starting point for these discussions but are not sufficient as such to describe children’s perceptions of quality. During the creative process, it became apparent that peer relationships and learning through play and narratives are the heart of good quality pedagogical activity among preschool aged children.
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(2017)The goals: In this research, I am am also interested to find out – what kind of challenges there is faced in exporting finnish school system. I am also interested in to know that what there are already done for exporting school system and what there is gonna happen next. There is no a lot of research about this subject so that was also the reason why I chose this topic. Finland is famous for our school system. However we haven’t succeed in exporting the school system so well. I think Finland has a huge potential in this field but before the succes it has to face the challenges. The methods: There wasn’t so much research about this topic yet, so I needed to do interviews to get more information about this topic. I interviewed three professionals. I transcribed the interviews. After that I started to share information to the three sections. I used also coding,during my analysis process. Coding helped me to make compilations of the different kind of smaller topics. My analysing method was “analysis of an expert interview”. After analysing I defined the results of my research and the topics where is need more further studies. The results and conclusions: There is a lot of challenges in this field. I think that the legal issues, branding, and the collaboration between the companies are the main problems. The companies have already done a bit of clusters and the goverment has improved our legislation. Still there is a lot of things to do. In the future they need to focus on more improving the legislation, marketing, researching and making more collaboration between the companies.
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(2017)Objectives. This Bachelor’s thesis tries to understand the aesthetic doubling theory and different aspects that are involved with the theory of doubling. The purpose of this study is to categorize aesthetic doubling in to different categories and use that categorization as a tool to analyse three Finnish dissertations. This study aims to create a deeper understanding of this multidimensional theory. Main questions for this study was how three Finnish researchers define aesthetic doubling as well as what kind of different views can be found in these three dissertations? Methods. Study is part of behavioural sciences and qualitative studies. Qualitative meta-analysis and content-analysis was used as methodological background for theme categorization. The categorization was created as a combination of theoretical views on basic drama action and definition of aesthetic doubling. The dissertations that were examined are Tapio Toivanen (2002) Mä en ois ikinä uskonu ittestäni sellasta, Hannu Heikkinen (2002) Draaman maailmat oppimisalueina ja Erkki Laakso (2004) Draamakokemusten äärellä. Two different aspects, fiction and reality, explain aesthetic doubling as a phenomenon. In categorization that was made for this study, fiction and reality are the two upper categories. Under those two are lower categories in-role-action, dimension of time and place as well as drama contract, planning and reflection. Results and conclutions. It seems that Anna-Lena Østern has affected both Laakso’s and Heikkinen’s views of aesthetic doubling and contributed their dissertations in Jyväskylä university. Toivanen’s dissertation was made in Helsinki and focuses more on different dimensions of aesthetic doubling, such as in-role-action/doubling in role. Heikkinen and Laakso present more of the different dimensions of aesthetic doubling and especially Heikkinen has very wide viewpoints of aesthetic doubling’s dimensions in reality.
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(2024)Syftet med denna studie är att studera om hur estetiska lärprocesser påverkar inlärningen hos barn under 15 år och speciellt hur estetiska lärprocesser påverkar inlärningen av STEM-ämnen. Avhandlingen studerar kring hur läroplanen beskriver estetik och estetiska lärprocesser, i vilken mån de används i under-visningen och hurdana forskningar som gjorts om deras påverkan i inlärningen. Tidigare forskningar och teorier har visat att barn och unga ofta har svår att förknippa STEM-ämnen som t.ex. matematik med verkligheten och därmed sjunker också intresset för inlärningen. Tidigare teorier om estetiska lärprocesser har av t.ex. John Dewey och Friedrich Fröbel som konstaterat att upplevelser och därmed emotioner i samband med lärandet väcker mer djupgående inlärning. Denna studie forskar i hurdana forskningar som gjorts under de senaste 10 åren om integrering av estetiska lärprocesser, inlärning och STEM. Kandidatavhandlingen är uppbyggd som en narrativ litteraturstudie som forskar i hur estetiska lärprocesser påverkar inlärningen hos barn under 15 år. Tidigare teorier som t.ex. Deweys och Fröbels teorier finns i bakgrunden till estetiska lärprocesser i samband med inlärning. Dessutom användes sju st vetenskapliga artiklar som forskat i estetiska lärprocesser och deras samband med både inlärning och STEM-ämnen. Begränsande faktorer och kriterier var att forskningarna skulle handla specifikt om naturvetenskapliga ämnen som biologi eller matematik och de var gjorda inom senaste 10 åren. Flera av forskningarna studerade i hur estetiska lärprocesser påverkade inlärning av ett specifikt ämne som t.ex. matematik eller biologi. Vissa studerade hur estetiska lärprocesser påverkade inlär-ningen av helheten av dessa. Resultaten visade positiva samband mellan estetiska lärprocesser och inlärning. Ju mer barnen fick använda sig att sinnliga processer och erfarenheter, desto djupare var inlärningen. Resultaten visar även positivt samband mellan estetiska lärprocesser, inlärning och problemlösningsförmåga, ökat självförtroende och ökat intresse för inlärning.
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(2023)Estetiskt kapital är ett senare utvecklat analytiskt begrepp som nog existerat en längre tid men inte varit ett diskussionsämne på samma sätt inom sociologin tidigare, som det är idag. Trots att det estetiska kapitalet inte diskuteras i Bourdieus verk så går det estetiska kapitalet att läggas in i Bourdieus teoretiska ramverk för kapital (Bourdieu 1984). Det betyder också ekonomiskt, socialt, kulturellt och symboliskt kapital går att byta mot estetiska kapital och tvärtom. Det estetiska kapitalet har på senare tid diskuterats både inom sociologin och i allmänhet. Ämnet har blivit speciellt intressant i och med dess påverkan på arbetsmarknaden och det är också vad den här avhandlingen diskuterar. Det estetiska kapitalet påverkar olika beroende på kön. Kvinnor som använder sitt estetiska kapital för att byta ut det mot till exempel ekonomiskt kapital blir dömda, medan män som gör lika inte märkt några särskilda konsekvenser. Ändå är det kvinnorna i samhället som förväntas ta hand om sitt utseende i en högre utsträckning än män. Konsumtionskulturen diskuteras i de flesta fall som en av orsakerna för det estetiska kapitalets framväxt.
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(2023)Tämän tutkielman tavoitteena on nivoa yhteen koronapandemian vuoksi etäopiskeluun siirtymisen negatiiviset sekä positiiviset vaikutukset opiskelijoiden hyvinvointiin ja voimavaroihin. Lisäksi tavoitteena on löytää ne asiat ja tekijät, mitkä vaikuttivat hyvinvointiin ja voimavaroihin etäopetuksessa. Kandidaatin tutkielma on systemaattinen kirjallisuuskatsaus, jossa systemaattisesti haetuista artikkeleista pyrittiin muodostamaan kokonaisuus etäopetuksen mukana tuomista vaikutuksista opiskelijoiden hyvinvointiin ja voimavaroihin. Artikkeleiksi valikoitui kahdeksan kvantitatiivista tutkimusta, jotka kaikki koskettivat suomalaisia korkeakouluopiskelijoita. Tutkimuksissa oli myös muita maita, mutta ainoastaan Suomea koskettavaa dataa hyödynnettiin tähän katsaukseen. Aineisto kerättiin kolmesta tietokannasta, joita oli Pro Quest University of Helsinki, EBSCOhost sekä Web of sciences. Haut tietokantoihin erosivat hiukan toisistaan, koska samat hakusanat eivät tuottaneet tuloksia kaikissa hakukannoissa. Aineiston analysoinnissa menetelmänä käytettiin sisällönanalyysiä. Osa opiskelijoista koki etäopetukseen siirtymisen kuormittavana, koska se toi mukanaan uusia haasteita ja ongelmia, eikä opiskelijoilla ollut tarvittavia taitoja kohdata uusi opiskelutapa, jolloin voimavarat koettiin riittämättömiksi. Opiskelijat kohtasivat vaikeuksia ajanhallinnassa, kommunikoinnissa opiskelijoiden sekä opettajien kanssa, keskittymisessä sekä opiskeluympäristön kasaan saamisen kanssa. Näiden nähtiin vaikuttavan opiskelijoiden hyvinvointiin ja voimavaroihin kielteisesti, lisäten esimerkiksi stressiä. Yhteisöllisyyden puutteella nähtiin olevan negatiivisia vaikutuksia. Yhteisöllisyyden tunne on yksi psykologisista perustarpeista, joiden tyydyttymisen nähdään edistävän sisäistä motivaatiota opintoja kohtaan, millä on vuorostaan positiivisia vaikutuksia opiskelijoiden hyvinvointiin ja voimavaroihin. Osa opiskelijoista kuitenkin koki etäopetuksen toimivana ratkaisuna, sillä heidän opiskelunsa sujuivat, opintojen joustavuus oli palkitsevaa sekä aikaa säästyi, kun ei tarvinnut matkustaa kampukselle.
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(2024)Etäopiskelun tarve on noussut merkittävästi koronapandemian aikana. Aiempien tutkimusten mukaan opiskelijat kokevat etäopiskelun haasteelliseksi muun muassa puutteellisen motivaation, vähentyneen sosiaalisuuden sekä teknisten haasteiden takia. Tämän tutkimuksen tarkoituksena oli selvittää opiskelijoiden kokemuksia siitä, miten opiskelu on muuttunut etäopiskelun myötä. Tutkimuksessa pohditaan etäopiskelun haasteita ja mahdollisuuksia opiskelijoiden näkökulmasta. Tutkimuksessa tarkasteltiin nuorten kokemuksia etäopiskelusta kuvailevan kirjallisuuskatsauksen avulla. Aineistoa haettiin Google Scholarista vuosien 2019-2022 ajalta. Tutkimukseen valikoitui 13 empiiristä tutkimusta, jotka käsittelivät opiskelijoiden kokemuksia etäopiskelusta maailmanlaajuisesti. Aineiston analysoinnissa käytettiin sisällönanalyysiä, jonka avulla muodostettiin pääluokat: etäopiskelun haasteet ja etäopiskelun mahdollisuudet. Tutkimuksen tulokset osoittivat, että etäopiskeluun liittyy monenlaisia haasteita ja mahdollisuuksia. Tutkimuksen tulosten mukaan keskeisimpiä haasteita olivat tekniset haasteet, motivaatio-ongelmat, lisääntynyt tehtävien määrä ja sosiaalisuuden puute. Edellä mainitut haasteet heikensivät jokainen osaltaan psyykkistä terveyttä aiheuttaen stressiä, väsymystä, yksinäisyyttä, ahdistusta ja pelkotiloja. Toisaalta opiskelijat kokivat etäopiskelun tarjoavan myös joustavuutta sekä mahdollisuuden itsenäiseen työskentelyyn ja oman ajan hallintaan. Itseohjautuvuuden merkitys korostui niin hyvänä puolena kuin myös heikkoutena niiden kesken, joilla itseohjautuvuuden taitoa ei luontaisesti ole. Jokainen opiskelija kokee etäopiskelun omalla tavallaan, joten on mahdotonta luoda yleispäteviä päätelmiä etäopiskelun haasteista ja mahdollisuuksista. Tutkimuksen tuloksia voidaan kuitenkin soveltaa esimerkiksi hybridiopiskelun suunnittelussa.
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(2020)Distance learning, advantage, disadvantage, university student
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(2022)Työelämän muuttuessa etätyöstä on tullut usealle tietotyöntekijälle uusi työskentelymuoto. Yllättävä siirtyminen etätyöhön Covid-19 – aikakaudella on voinut vaikuttaa työnhyvinvointiin, etenkin työn imun kokemukseen. Tämän kandidaatintutkielman tavoitteena oli kirjallisuuskatsauksen avulla selvittää tietotyötekijöiden etätyön ja työn imun välistä yhteyttä sekä niihin vaikuttavia tekijöitä. Tutkielma pyrkii vastaamaan kahteen tutkimuskysymykseen: miten työn imu muuttuu etätyöympäristössä sekä mitkä tekijät vaikuttavat työn imuun etätyöympäristössä. Aikaisemmat tutkimukset työn imusta tavallisessa toimistoympäristössä ovat osoittaneet, että vahvaa työn imua kokeva henkilö on investointi, sillä hän on tuottava, aikaansaava ja tuo organisaatiolle työnteollaan lisäarvoa. Tutkielma toteutettiin integroivana kirjallisuuskatsauksena. Aineistoon valikoitui yksitoista suomen- ja englanninkielistä artikkelia, jotka vastasivat kahteen etätyötä ja työn imua koskevaan tutkimuskysymykseen. Tutkimusaineisto kerättiin EBSCO-host tietokannasta sekä Google Scholarista rajaten aineisto vuosiin 2015–2022. Aineiston analyysissa käytettiin teemoittelua, jonka avulla kerätyt tutkimusartikkelit jaoteltiin kolmeen ryhmään riippuen siitä, vastasivatko ne ensimmäiseen, toiseen vai molempiin tutkimuskysymyksiin samanaikaisesti. Tutkielman tulokset osoittivat, että työn imun kokemus pysyi samana tai vahvistui entisestään, mikäli työn imun kokemus toimistoympäristössä oli ollut aikaisemmin korkealla tasolla. Työn imun kokemus oli laskevaa, mikäli työntekijä oli aiemmin työssään kokenut heikkoa työn imua, tai työtä haittasivat muut negatiiviset tekijät, kuten pandemiasta johtuva stressi. Työn imuun vaikuttivat yksilön sisäiset tekijät, esimerkiksi autonomian ja minäpystyvyyden tunne, mutta myös organisatoriset tekijät, kuten organisaation tarjoama tuki tai avoin viestintä. Työn imun vähenemiseen vaikutti riittämättömät digitaidot, pandemiasta johtuva stressi sekä puutteellinen etätyöympäristö.
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(2018)Working life has undergone drastic changes faster than ever in the past few decades. Because of these changes organizations and their structures have also changed and been renewed. One of the key areas of change is the increase of remote work that is caused by new flexible ways of work and the breakthrough of technology. The increase of remote work brings new challenges to leadership that need to be studied. The aim of this qualitative study was to describe and analyze remote leaders’ experiences of remote work and remote leadership. By investigating these experiences, I aimed to describe what special characteristics remote work brings to leadership and how should these characteristics be considered in remote leadership. This study highlights key areas of remote work that should be developed in the future regarding the fast-changing working life. The theoretical framework of this study consists of previous research conducted regarding remote work and remote leadership. The data consisted of four semi-structured theme interviews that were analyzed using content analysis. The aim was to find similarities and differences between the data and the theoretical framework. The interviewees were experts in their own field and they all had at least one year of experience as a remote leader. Every interviewee had their own team that consisted of remote and non-remote workers. The interviewees brought up dissimilarities on different areas between remote and non-remote workers. The results of this study were divided in two sections: experiences of remote work and special characteristics of remote leadership. Remote work was seen as a positive and long-awaited change that makes combining work and personal life possible especially to people with families. On the other hand, remote work can dim the boundaries between work and personal life that could cause burnout. Special characteristics of remote leadership were found to be the importance of regular interaction and communication, equal treatment between remote and non-remote workers and the importance of building a trustful relationship between the leader and subordinates. Especially the results indicated that remote leaders had the feeling of inadequacy because of the lack of time that was allocated to leadership. This indicated that remote leaders lacked the support from their supervisor and the organization. None of the interviewees had been trained to remote leadership. In conclusion, this study highlights that managing remote subordinates is a challenging form of leadership and it should be investigated further to provide training and support to remote leaders.
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(2020)Objectives Due to the COVID-19pandemic that is rampant in the world, remote work has become the focus of working life in the spring of 2020. Many people have had to rebuild their everyday working life while planning new practices of working. This study aims to examine what kinds of rhythms there are in remote workers’ everyday life. It also studies how different dimensions of function interlace in the everyday life of remote workers. The theoretical framework of this study consists of different studies of time-use, the most important being the four kinds of time by Dagfinn Ås. This study focuses on how remote workers’ work, housework and free time interlace. Methods This study was a qualitative study. I used a time-use diary as a data collection method. The participants were selected randomly and they filled in the diary for three days. I collected the data working together with the National institution of occupational health and the workers’ employer. I contacted the participants via e-mail and they could take part in this study in their own initiative. This study had seven participants. I analyzed the data first by dividing the participants in different worker types. In addition to this I grouped different functions I found in the diaries based on the four kinds of times by Ås and studied the interlacing and overlapping of these functions. Results Out of the workers that participated in this study I could clearly find two worker types, daytime workers and night time workers. Families and spouses can fit their rhythms easier together while working during the daytime. There were interlacing of work, housework and freetime in every participants everyday life. Six out of seven workers did housework on their work breaks. Especially chores involving cooking and laundry where represented in the data during working hours. It can also be said that interlacing house work with the working day opens up time during free time for relaxation, socializing and for recovery.
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