Browsing by Subject "käänteinen oppiminen"

The aim of the study was to examine the role of customer learning in the co-development process of a product or service. The customer's learning is an essential part of the co-development process. With the help of research, the aim is to find possible learning challenges and to deepen the customer's learning path and its meaning. Companies should be able to enable customer learning even better in the future because customers are constantly demanding more and more individualized services and products. The frameworks of the research were the co-development process and customer learning. The customer's learning perspective was further deepened with the theories of trialogical learning, Bloom's taxonomy, and flipped learning. The research was carried out using design-ethnographic methods, using versatile material, collected from the company's customers and employees. The data were semi-structured interviews with customers and employees and other material from the co-development process, such as presentation material. The material was analyzed using thematic analysis methods. The results showed that the role of the customer's learning plays a very strong role during the co-development process. If the client's learning remains at a light level, the result of the project usually does not match the desired goals. In the customer's learning, special attention should be paid to the customer's motivation and enthusiasm, different participatory working methods, the utilization and cross-pollination of the different expertise of the customer group, and the general coordination of the project, for example, the guidance of workshops and the coordination of interim tasks. The study gathered together tips on different ways of working and learning in the co-development process.

Objectives. Flipped learning has been widely visible in newspapers and news in recent years. This ideology of learning was also presented a few years ago in a Finnish TV show called Koulukorjaamo. In flipped learning the learning starts from the learner. Teacher guides student's learning and supports his or her self-direction. The student is given responsibility and freedom and for example, the student can choose in which order they want to complete the given tasks. This thesis investigates what benefits and challenges flipped learning has brought to a class teacher's work. The class teachers in this study had used some other teaching method before flipped learning. The second research question of this thesis is how the class teachers have felt their work has changed with the flipped learning model. Methods. This thesis is a qualitative research. This thesis investigates class teachers' views and thoughts of the flipped learning model and the changes it has brought to heir work. The class teachers in this thesis had used flipped learning for one to four years. The class teachers in this study were presented an electronic questionnaire with statements. The questionnaire was done with Google Forms and there were 31 statements. The statements were based on several books which discussed flipped learning, change and how it is felt in a class teacher's work. After every statement, the teachers had to choose whether they agree, partially agree or disagree with the statement and explain their selection in their own words. The class teachers answered the questionnaire in July 2017. The answers were analysed with content analysis. The data was split into five categories: change as experienced by the teacher, teachers' teamwork, teacher's view of the change in students, working in class, assessment. SWOT analysis was utilized in content analysis i.e. the strengths, weaknesses, threats and opportunities of flipped learning were investigated. Results and conclusions. All teachers in this study except one felt positive about flipped learning and the changes it has brought. Many advantages but also some disadvantages were seen in this ideology. Flipped learning does not fit students with poor self-direction and talented students have an advantage. Positive effects of flipped learning were the increase in the teamwork of the teachers and the possibility of helping the students more individually.