dc.contributor.author | Lämsä, Joni | |
dc.contributor.author | Hämäläinen, Raija | |
dc.contributor.author | Koskinen, Pekka | |
dc.contributor.author | Viiri, Jouni | |
dc.date.accessioned | 2018-10-17T12:24:44Z | |
dc.date.available | 2018-10-17T12:24:44Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Lämsä, J., Hämäläinen, R., Koskinen, P., & Viiri, J. (2018). Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning. <i>International Journal of Science Education</i>, <i>40</i>(14), 1697-1717. <a href="https://doi.org/10.1080/09500693.2018.1506594" target="_blank">https://doi.org/10.1080/09500693.2018.1506594</a> | |
dc.identifier.other | CONVID_28216042 | |
dc.identifier.other | TUTKAID_78554 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/59858 | |
dc.description.abstract | This study presents new ways of visualising technology-enhanced
collaborative inquiry-based learning (CIBL) processes in an
undergraduate physics course. The data included screen-capture
videos from a technology-enhanced learning environment and
audio recordings of discussions between students. We performed
a thematic analysis based on the phases of inquiry-based learning
(IBL). The thematic analysis was complemented by a content
analysis, in which we analysed whether the utilisation of
technological tools was on a deep-level, surface-level, or nonexistent
basis. Student participation was measured in terms of
frequency of contributions as well as in terms of impact. We
visualised the sequence of the face-to-face interactions of two
groups of five students by focussing on the temporal aspects of
IBL, technology enhancement and collaborative learning. First,
instead of the amount of time the groups spent on a specific IBL
phase, the between-group differences in the most frequent
transitions between the IBL phases determined their differential
progress in the CIBL process. Second, we found that the
transitions were triggered by the groups’ ways of utilising
technological tools either at the deep level or at the surface level.
Finally, we found that the level of participation inequity remained
stable throughout the CIBL process. As a result, only some of the
members of the groups played a role in the most frequent
transitions. Furthermore, this study reveals the need for scaffolds
focussing on inquiry, technological and collaborative skills at the
beginning of the learning process. | fi |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Routledge | |
dc.relation.ispartofseries | International Journal of Science Education | |
dc.rights | CC BY 4.0 | |
dc.subject.other | inquiry-based learning | |
dc.subject.other | technology-enhanced learning | |
dc.subject.other | university physics learning | |
dc.title | Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201810014280 | |
dc.contributor.laitos | Fysiikan laitos | fi |
dc.contributor.laitos | Kasvatustieteiden laitos | fi |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Department of Physics | en |
dc.contributor.laitos | Department of Education | en |
dc.contributor.laitos | Department of Teacher Education | en |
dc.contributor.oppiaine | Fysiikka | fi |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.contributor.oppiaine | Matematiikka ja luonnontieteet | fi |
dc.contributor.oppiaine | Physics | en |
dc.contributor.oppiaine | Education | en |
dc.contributor.oppiaine | Matematiikka ja luonnontieteet | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2018-10-01T12:15:17Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 1697-1717 | |
dc.relation.issn | 0950-0693 | |
dc.relation.numberinseries | 14 | |
dc.relation.volume | 40 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2018 The Author(s) | |
dc.rights.accesslevel | openAccess | fi |
dc.subject.yso | yhteistoiminnallinen oppiminen | |
dc.subject.yso | visualisointi | |
dc.subject.yso | yhteisöllinen oppiminen | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p7481 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p7938 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p18727 | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.1080/09500693.2018.1506594 | |
dc.type.okm | A1 | |