Technological, Organisational and Socio-Interactional Affordances in Simulation-Based Collaborative Learning
Lainema, K., Lainema, T., Heinonen, K., & Hämäläinen, R. (2021). Technological, Organisational and Socio-Interactional Affordances in Simulation-Based Collaborative Learning. In D. Ifenthaler, D. G. Sampson, & P. Isaías (Eds.), Balancing the Tension between Digital Technologies and Learning Sciences (pp. 199-216). Springer. Cognition and Exploratory Learning in the Digital Age. https://doi.org/10.1007/978-3-030-65657-7_12
Julkaistu sarjassa
Cognition and Exploratory Learning in the Digital AgePäivämäärä
2021Oppiaine
Hyvinvoinnin tutkimuksen yhteisöMonitieteinen oppimisen ja opetuksen tutkimusTyön ja johtamisen muuttuminen digitaalisessa ajassaSchool of WellbeingMultidisciplinary research on learning and teachingEmergent work in the digital eraTekijänoikeudet
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Analysis of the applicability of a learning technology requires an evaluation of how the affordances of the learning environment respond to users’ needs. We examine affordances in a simulation-based collaborative learning environment from the learners’ viewpoint. Our analysis focuses on three types of affordances: technological, organisational and socio-interactional. The findings show how teams of learners employ the different types of affordances in their collaborative tasks. In addition, our analysis illustrates the interdependent and interlinked nature of the affordances. We offer an analytical understanding of the dynamics among different kinds of affordances and show how they can be assessed to help educators better foster, facilitate and support the learning process and the use of affordances in computer-based learning environments.
Julkaisija
SpringerEmojulkaisun ISBN
978-3-030-65656-0Kuuluu julkaisuun
Balancing the Tension between Digital Technologies and Learning SciencesISSN Hae Julkaisufoorumista
2662-5628Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/51562372
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This research has been supported by The Finnish Work Environment Fund, grant number 190154 Well@DigiWork, and The Academy of Finland, grant number 318095, the Multidisciplinary Research on Learning and Technology profile ll of University of Jyväskylä (JYU).Lisenssi
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