Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

Self Cite

208

129

(2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23 (1), 25-41. doi:10.1080/13540602.2016 AbstractWith regard to the growing interest in developing teacher education to match the 21st century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the 21st century learning practices in teacher education. We will first review the current status of policy frameworks for the 21st century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on 21st century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills and the skills to use ICT (Information and Communication Technologies) in contexts of our previous studies.

Section: Strategic Learning Skills As Ways Of Thinkingmentioning

confidence: 99%

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Häkkinen

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

Self Cite

208

129

“…Earlier studies have often used self-reporting and other "static" measurements, resulting in a lack of solid empirical evidence of what actually happens within a group ) and how interaction unfolds over time and affords different kinds of opportunities for group members to engage in group activities (Barron, 2003;Näykki, et al, 2014). The use of video observations and analyzing real-time interactions in this study provides an extension by targeting the content-level and meta-level interaction and following it across several tasks to make effective collaborative learning processes visible.…”

Section: Discussionmentioning

confidence: 99%

“…Successful groups were more open to the contributions of all the group members, whereas less successful groups rejected the proposed solutions at critical moments (Barron, 2003). Additionally, in our previous studies we have explored how students' approach to their own and other people's ideas contributes to successful collaborative interaction (Näykki & Järvelä, 2008) and we have also identified unsuccessful collaborative interactions, where students ignore, overrule, or undermine others' contributions, and the negative effects of these interactions on the group's learning process and outcomes (Näykki, Järvelä, Kirschner, & Järvenoja, 2014).…”

Section: Content-level Activities: Asking Thought-provoking Questionsmentioning

confidence: 99%

“…The small group as a learning context is dynamic and constantly evolving; every new contribution is a result of a previous discussion or decision, which affords the group members new possibilities in terms of remaining involved, becoming involved, or withdrawing from the group and its activities (Mercer, 2008;Näykki et al, 2014). This kind of process-oriented focus in collaborative learning implies the need for the analysis of temporal differences within group activities (Molenaar & Järvelä, 2014).…”

Section: Content-level Activities: Asking Thought-provoking Questionsmentioning

confidence: 99%

See 1 more Smart Citation

Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning

Näykki

Järvenoja

Scandinavian Journal of Educational Research

et al. 2015

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The aim of this process-oriented video-observation study is to explore how groups that perform differently differ in terms of the number, quality, and temporal variation of their content-level (knowledge co-construction) and meta-level (monitoring) activities. Five groups of teacher education students (n = 22) were observed throughout a 3-month course. Video recordings (33 hours) of face-to-face group interaction (n = 12,931 speech turns) and pre-and post-tests of students' knowledge were collected. The results show that the well-performing group was more engaged in high-level knowledge co-construction and monitoring activities. The well-performing group was also capable of maintaining a higher level throughout the tasks, whereas the lower performing groups' knowledge co-construction and monitoring activities was reduced during the course.

“…For example, Näykki, Järvelä, Kirschner, and Järvenoja (2014) followed in a case study how challenging a situation evolves into a socioemotional conflict in a collaborative group learning task. In their study, adult students participated in a compulsory 12-week course as a part of updating their training.…”

Section: Regulating Learning In Csclmentioning

confidence: 99%

How research on self-regulated learning can advance computer supported collaborative learning / El papel de la investigación sobre aprendizaje autorregulado en el desarrollo del aprendizaje colaborativo asistido por ordenador

2015

Infancia y Aprendizaje

Self Cite

Learning in and for the twenty-first century requires motivational competence and effective learning strategies in individual and collaborative learning settings. Being able to strategically regulate one's own learning and that of others is a vital and increasingly important skill. Most learners are not equipped to regulate and direct their own learning or might lack the motivation to do so. Additionally, if self-regulation of learning is difficult at the individual level, it becomes even more difficult when interacting with peers and in teams, known as co-regulation and shared regulation. Fortunately, recent research has shown that regulation can be both learned and also often supported with self-regulation tools and/or environments. This paper discusses recent trends in self-regulated learning research, focusing especially on regulating learning in computer supported collaborative learning. It is concluded that today's education should help learners become aware of their strengths and weaknesses in a learning situation, so as to help them develop skills and strategies to continue to learn throughout their lives.Keywords: self-regulation; computer supported collaborative learning; twenty-first century learning skillsResumen: El aprendizaje en y para el siglo XXI requiere competencias motivacionales y estrategias eficaces de aprendizaje en situaciones de aprendizaje tanto colaborativo como individual. La capacidad de regular de un modo estratégico el propio aprendizaje, así como el de los demás, es una habilidad clave, cada vez más importante. La mayoría de los estudiantes no están capacitados para regular y dirigir su propio aprendizaje, o quizás les falta la motivación para hacerlo. Además, si la autorregulación del aprendizaje ya es difícil a nivel individual, todavía lo es más cuando se interactúa con los compañeros y como miembro de un grupo, lo que se conoce como co-regulación y regulación compartida. Afortunadamente, investigaciones recientes han demostrado que la regulación