Tracing discursive processes of shared knowledge construction in a technology-enhanced higher education setting

Arvaja, Maarit; Pöysä-Tarhonen, Johanna

doi:10.1080/10494820.2011.559171

Cited by 5 publications

(3 citation statements)

References 38 publications

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“…However, collaborative activity and learning should not be considered something that would automatically happen: despite the similar tasks and equal support provided for the participants, the pedagogical designs can be perceived and interpreted differently by different participants (e.g. Arvaja and Pöysä-Tarhonen 2013; Simpson et al 2017; Sinha et al 2015). For example, the degree of shared understanding that the pairs needed to reach was related to the type of task they needed to perform (Dillenbourg et al 2016).…”

Section: Discussionmentioning

confidence: 99%

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Pöysä-Tarhonen

Care

Awwal

et al. 2018

RPTEL

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This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen in the context of the CPS construct, in a symmetrical and asymmetrical task type. Even though CPS is widely recognised as a core twenty-first-century competency, its nature is not yet well understood. Also, until recently, most of studies have focused on the individual's solution to a problem or on the skills individuals bring into a problem-solving space. This study extends from an individual-to group-level focus in CPS, emphasising the role and quality of the social aspects in CPS processes and outcomes. Focusing on the group level because it mediates multiple levels of learning, including individual cognition and socio-cultural practices, may provide us with a better understanding of how pairs establish CPS practices. Because of the complexity of CPS and the general challenges of remote collaboration in an online context, the study relies on the triangulation of multiple data sources and phases of analysis. In this paper, the aim is to explore and visualise through contrasting case-based portraits of two pairs how micro-interaction processes evolve at the pair level. The results show that despite students' similar CPS performance outcome scores and task designs aimed to facilitate collaboration, variations in micro-interactions occur across pairs, for example as individual and joint solution endeavours and as balanced and unbalanced dynamics of group interactions. Studying these patterns at the pair level may provide new insights into CPS and support strategies for acquiring these practices.

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Section: Discussionmentioning

confidence: 99%

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Pöysä-Tarhonen

Care

Awwal

et al. 2018

RPTEL

Self Cite

View full text Add to dashboard Cite

show abstract

“…In contrast, it appears that class discussions in which instructors test for student recall or allow students to simply ask clarifying questions about the course content do not have the same effect on cognitive development. Similarly, it seems that projects require a high level of student participation and engagement with other perspectives in order to influence critical thinking ability (Shim and Walczak, 2012), while those that focus on consensus -or where there is a lack of diverse opinions or understandings of group members -can also limit the benefits of collaborative learning for cognitive development (Arvaja and Pöysä-Tarhonen, 2013).…”

Section: Faculty Attitudesmentioning

confidence: 99%

Exploring processes of teaching and learning in African university contexts

Pon

Schendel

2020

IJAHE

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This review examines recent literature about processes of teaching and learning in African higher education, focusing specifically on studies of teaching ‘for critical thinking’ in Kenya, Ghana, and Botswana. The review findings suggest that practices supporting critical thinking in African universities share a number of similarities to those highlighted in the literature published elsewhere in the world. For example, reviewed studies highlight the importance of curricular alignment, academic development, and varied assessment formats, while also acknowledging important limitations related to infrastructure, workload, and faculty and student attitudes. However, the review also exposes a crucial theoretical gap in the existing literature: the continued reliance on theories of teaching and learning that were initially developed based on studies of Western university contexts. As both teaching and learning are cultural processes, this limitation may be preventing this emerging body of literature from fully supporting universities to develop new ways of teaching that may best benefit their student populations.

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“…A last feature of the course design that aims to foster negotiation is discursive practices characterized by collaboration, support and easy access to each other's expertise. This design feature is important, as negotiation is only possible when students are willing to share their ideas and opinions with each other, and have a feeling of shared responsibility (Arvaja & Pöysä-Tarhonen, 2013). For example, a learning climate in which there is no threshold to approach fellow students or the teacher and in which it is allowed to make mistakes can foster negotiation.…”

Section: Negotiationmentioning

confidence: 99%

Conjecture mapping to support vocationally educated adult learners in open-ended tasks

Boelens

Wever

McKenney

2020

Journal of the Learning Sciences

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Background: This case reports on a teacher education course that aimed to support adult learners with a vocational education background to accomplish openended tasks. Conjecture mapping was used to identify the most salient design features, and to test if, how, and why these course features supported learners. Methods: Inspired by ethnographic approaches, sustained engagement and multiple data sources were used to explain the effects of the course design on participants' behavior and perceptions: student and teacher interviews, observations, and artifacts. Findings: The results reveal that almost all of the proposed design features stimulated the participants toward the intended enactment processes, which in turn yielded the intended learning outcomes. For instance, worked examples (i.e., design feature) not only engendered the production of artifacts that meet high standards (i.e., enactment process) because they clarify the task requirements, but also fostered a safe structure (i.e., enactment process) by providing an overall picture of the task. Contribution: The conjecture map resulting from this study provides a theoretical frame to describe, explain, and predict how specific course design features support vocationally educated adult learners (VEAL) in openended tasks, and assists those who aim to implement open-ended tasks in similar contexts.

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Tracing discursive processes of shared knowledge construction in a technology-enhanced higher education setting

Cited by 5 publications

References 38 publications

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Pair interactions in online assessments of collaborative problem solving: case-based portraits

Exploring processes of teaching and learning in African university contexts

Conjecture mapping to support vocationally educated adult learners in open-ended tasks

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