Sociocultural Perspectives on Collaborative Learning

Hakkarainen, Kai; Paavola, Sami; Kangas, Kaiju; Seitamaa-Hakkarainen, Pirita

doi:10.4324/9780203837290.ch3

Cited by 33 publications

(51 citation statements)

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“…Learning occurs through dialogical interactions between people, substances, and artifacts (Cole & Cigagas, 2010;Derry et al, 2010;Hakkarainen, Paavola, Kangas, & Seitamaa-Hakkarainen, 2013;Pea, 2004;Säljö, 2012). In this context, learner-created videos are artifacts that challenge users to learn more, step outside their earlier proximal zones of learning, and enter a higher plane.…”

Section: Twenty-first-century Competencies and Dst As An Innovative Lmentioning

confidence: 99%

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

et al. 2018

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The aim of this digital storytelling (DST) study was to investigate how students acquire twentyfirst-century competencies, here focusing on active knowledge creation and collaboration in math learning. The study also examined how engaged the students were in DST lessons and what teachers' perceptions of DST were as a learning method. DST was implemented in four Chinese and two Finnish classes with 10-and 11-year-old students. Data were collected quantitatively and qualitatively. The students assessed their learning experiences with structured questionnaires during and after the study. Students' behavior was also observed, and the teachers were interviewed. Quantitative data were analyzed using descriptive statistics and a linear regression analysis, and the qualitative data were analyzed using a content analysis. The study showed that the DST method guided students toward active collaborative learning; the students learned how to work in groups to produce new ideas, and they learned not only about math but also about how math relates to everyday life. The students were highly engaged throughout the study. Similarly, the teachers reported that the students displayed active knowledge creation and increased motivation and engagement. Results indicate that DST encourages students to apply new technology in their learning and supports students' development in math literacy and twenty-first-century competencies.

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Section: Twenty-first-century Competencies and Dst As An Innovative Lmentioning

confidence: 99%

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

et al. 2018

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“…Factors that can have negative effects on collaborative learning include unequal participation of students in joint work, insufficient coordination, inappropriate division of labour and technical problems . Careful planning and further investigation are needed to address such obstacles and optimise collaborative learning approaches, which are increasingly important in education .…”

Section: Introductionmentioning

confidence: 99%

Digital collaborative learning in nursing education: a systematic review

Männistö

Mikkonen

Kuivila

et al. 2019

Scandinavian Caring Sciences

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“…We consider that the nature of Mr. Fine's questioning supports the kind of discourse that more closely approximates a culture of science than Ms. Merritt's approach to discussion. More recent research has included a clear role for technology in facilitating knowledge advancement in inquiry communities (Hakkarainen, Paavola, Kangas, & Seitamaa‐Hakkarainen, ). In this view, only when computer tools are integrated with classroom practices can technology augment the intellectual resources of the classroom.…”

Section: Discussionmentioning

confidence: 99%

Using representational tools to learn about complex systems: A tale of two classrooms

et al. 2014

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Orchestrating inquiry‐based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables in relation to student learning, we conducted an investigation in two different classroom settings to understand how different teachers use and appropriate the same physical and computer‐based tools into their teaching practices. Each worked with physical aquaria, function‐oriented hypermedia for background information and reference, and NetLogo (Evanston, IL) simulations for computer‐supported collaborative inquiry learning. The students engaged in inquiry as they used the NetLogo models in small groups. Because of distinct teaching styles and varying levels of comfort with the materials and content, these two enactments were extraordinarily different between the two classrooms. We present a contrasting case analysis to examine how each teacher's practices set the stage for the kinds of interactions that occurred during students' computer‐supported inquiry learning. We suggest that one teacher worked from a cognitive‐elaboration perspective whereas the other teacher took an approach to teaching that incorporated socio‐cultural perspectives. Both of the approaches to teaching supported the active engagement of learners and may account for the similar learning outcomes measured. In light of the current move toward standards‐based public education, it may seem that there is only one pathway for teaching to support of student learning. However, our results do not support this notion and we provide evidence that different instructional models, classroom norms, and appropriation of tools can support similar student learning outcomes with respect to content knowledge. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 52: 6–35, 2015

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Sociocultural Perspectives on Collaborative Learning

Cited by 33 publications

References 0 publications

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

Digital collaborative learning in nursing education: a systematic review

Using representational tools to learn about complex systems: A tale of two classrooms

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