Browsing by Subject "yhteistoiminnallinen oppiminen"
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(2021)Objectives. Virtual reality has gained a lot of interest with its new possibilities for teaching and learning, but research has focused on usability rather than lesson designs that support learning. The aim of this study is to examine how the elements of cooperative learning and relatedness are supported in a student group learning with one pair of VR headset. The study compared students’ experiences with a conventional workshop lesson and a lesson with a VR learning tool. Methods. The participants of this study were forestry students (N=35) both in upper secondary and higher education. Mixed methods were used, and data were collected using semi-structured thematic interviews and electronic surveys. The data consisted of two group interviews and one pair interview, as well as data from four surveys from each participant. The data were analysed with theory-driven thematic analysis and nonparametric quantitative methods. Results and conclusions. The results of this study showed that cooperative learning was less experienced in the lesson with a VR learning tool than in the lesson with a physical machine. VR tool was seen to encourage more individual work and decreasing communication between the user and the peers, negatively affecting the positive interdependence and promotive interaction between group members. The results also suggested that experiences of relatedness became stronger when changing from VR lesson to workshop and weakened when changing from workshop to VR, though these results were not statistically significant. The findings suggest that experiences with VR might be more positive when the tool is used as an introduction to a new topic in the studies. When cooperative learning of students is pursued, it is suggested that more focus should be laid on supporting positive interdependence and promotive interaction in a lesson design with a VR tool.
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(2007)Participation and social modes of thinking - An intervention study on the development of collaborative learning in two primary school small groups This study explores the thinking together -intervention programme in three primary school classes. The object of the intervention was to teach pupils to use exploratory talk in small group collaboratory learning. Exploratory talk is a type of talk in which joint reasoning is made explicit. Research has shown that exploratory talk can improve mathematics and science learning, argumentative skills and competence in reasoning tests. The object of this study was to investigate the theory of social modes of thinking which the intervention program is based on. I tried to find out how the thinking together -intervention programme suits the Finnish context. Therefore my study is part of an international research project of interventions that have been implemented for example in Great-Britain and in Mexico. One essential drawback in former research made on thinking together -approach is that the nature of participation has not been studied properly. In this study I also examine how the nature of participation develops in small groups. In addition to that I aim to develop a theoretical framework which includes both the perspectives of the social modes of thinking and the nature of participation. The perspective of this study is sociocultural. The research material consists of video recordings of collaborative learning tasks of two small groups. In groups there were pupils of age groups 9 - 11. I study the nature of participation using both qualitative and quantitative methods. Quantitative methods include for example IR-analysis method and counting of turns at talk and words. I also use qualitative content analysis to analyze both the nature of participation and social modes of thinking. As a result of my study I found out that the interaction of the other group was leadership based and in the other group the interaction was without leadership relations. In both groups the participation was quantitatively more symmetrical in the end of the intervention. In the group in which the interaction was leadership based the participation of the pupils was more symmetrical. Exploratory talk was found more in the group without leadership relations, but in both groups the amount of exploratory talk was increased during the intervention. Leadership based interaction was further divided into interaction of alienating and inclusive leadership according to how symmetrical the participation was in the dialogue. Exploratory talk was found only when the leadership was inclusive or the interaction was without leadership relations. The main result of the study was that the exploratory talk was further divided into four subcategories according to the nature of participation. In open and inclusive exploratory talk all group members participated initiatively and their initiatives were responded by others. In closed and uneven exploratory talk some group members couldn't participate properly. Therefore it cannot be said that exploratory talk guarantees symmetrical participation. The nature of participation must be investigated separately.
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