Showing items with similar title or keywords.

• Defending either a personal or an assigned standpoint : role play in supporting secondary school students’ argumentation face to face and through chat 

  Salminen, Timo; Marttunen, Miika (John Benjamins Publishing Co., 2018)

  This study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the ...

• Collaborative knowledge construction in authentic school contexts 

  Arvaja, Maarit (Jyväskylän yliopisto, Koulutuksen tutkimuslaitos, 2005)

• Assessing reading and online research comprehension : Do difficulties in attention and executive function matter? 

  Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Anmarkrud, Øistein; Leppänen, Paavo H.T. (Elsevier BV, 2021)

  This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice ...

• Co-sensing and co-shaping as shared and relational practices in bringing about relational leaders in higher education 

  Ramamoorthi, Bhavani; Jäppinen, Aini-Kristiina; Taajamo, Matti (Springer Science and Business Media LLC, 2021)

  The aim of this article is to investigate how and what kinds of relational and shared practices were co-created within a multicultural team in a higher education collaborative learning environment. The students interacted ...

• Exploring sequential interplay between challenges and regulatory processes in collaborative learning with process mining 

  Channa, Faisal; Dindar, Muhterem; Nguyen, Andy; Mishra, Rohit (Routledge, 2023)

  This study explored the sequential interplay between challenges and regulatory processes in high- and low-performing collaborative groups. 66 students from a Finnish higher education institution participated in a collaborative ...