Teknologiatuetun yhteisöllisen opetuksen organisointi

Abstract

The object of this case study is the PBL-based work on reforming the curriculum of the Degree Programme in Business Administration at the Ikaalinen campus of the Pirkanmaa University of Applied Sciences (starting from 1 January 2010, Tampere University of Applied Sciences) in connection with the introduction of the ECTS system. With regard to information and communications technology, the study is limited to the use of PC web conferencing software that enables simultaneous, synchronous group work as a part of supporting group work based on problem-based learning. The study is divided into three parts. The qualitative material of the first phase of the study and the quantitative material of the second phase have been acquired at the same time and have the same value. The materials of the first and second research phases have been merged and analysed together (Ronkainen, 2009). The quantitative material is built on the qualitative study, and it helps to analyse and process the results of the qualitative study in more detail. The research phases 1 and 2 of the case study act as preparation for the structured interviews (form interviews) of the third research phase (Yin, 2003). As a conclusion, the overall strategy of an educational organisation should engage and enable all parties as responsible for the goal of creating “study engagement”, an experience with positive effects on the students’ wellbeing, innovativeness, motivation, energy, commitment, and absorption, as well as a positive connection to commitment to studying (Schaufeli et al., 2001; Salmela-Aro, 2009, 2011). Support for decentralised learning (Ilomäki & Lakkala, 2006) expands guidance to cover strategic guidance, administrative guidance, technical guidance, pedagogical and didactic guidance, content guidance and social and communicative guidance. The planning and implementation of technology-supported PBL collaborative instruction and assessing its acceptability at all levels, i.e. personal, practical, cultural and social acceptability (Alakärppä, 2014; Alakärppä 2001; Nielsen, 1993), among both students and the teaching and guidance staff in the framework of life-based design (Leikas, 2009) enables the development of technology-supported PBL collaborative teaching and comprehensive, sustainable wellbeing of students. Keywords: problem-based learning, collaborative teaching, technology-supported teaching