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This study investigates the mechanisms of scaffolding in a synchronous network-based environment – the ‘collaborative virtual
workplace’. A theoretical ‘multi-actor’ scaffolding model was formulated. The study itself focused on the role and inter-relations
of verbal scaffolding by tutor and peers during a collaborative process of making decisions about environmental issues. The analysis drew on data from the decision-making
discussions of 31 groups – material that was saved automatically by the learning environment software. The age of the 62 students
ranged from 14 to 17. Discourse act categories were devised to describe the tutor’s and the students’ task-related, supportive
and social communicative acts. The scaffolding situation was characterized through a causal discourse act interaction approach.
Tutor and students appeared to be elaborating and replacing each other’s process scaffolding acts in the collaborative decision-making
situation. The influence of certain tutor’s and students’ inter-related scaffolding patterns on students’ decision-making
provided empirical support for the ‘multi-actor’ scaffolding model.
in final form: 12 May 2005 相似文献
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Mari Murtonen Erkki Olkinuora Tuire Palonen Kai Hakkarainen Erno Lehtinen 《International Journal of Educational Research》2008,47(4):213-222
The rapid development in working life during recent decades has changed the structures of work organisations and expectations of employees’ work. Differing forms of professional employment and different types of organisational environments likely promote different types of motivational patterns in workers. The aim of this study was to apply a systemic motivational orientation model, originally developed for the educational context, to study work motivation. Altogether, 584 persons, from 11 organisations, representing work with different levels of knowledge intensity, responded to the questionnaire. The key finding is that rapidly changing, increasingly complex, and fundamentally networked organisations are challenging environments for worker motivation. For some employees, these environments open opportunities for intellectually inspiring activities and continuous learning in socially encouraging environments. However, for many high level employees, not only is working in these environments an intrinsically motivated flow-like experience, but also they are emotionally demanding and anxiety generating environments with conflicting duties and roles. 相似文献
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Andreas Gegenfurtner Anna Siewiorek Erno Lehtinen Roger Säljö 《Vocations and Learning》2013,6(1):37-54
Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned with such variations and distinctiveness in performance. Therefore, this paper addresses the methodological issues posed by such a challenge through reviewing the expertise literature to identify ways forward. Based on the example of one target domain, medicine, and one criterion task, the comprehension of visualizations, the study identifies, elaborates, and evaluates assessments used to study qualitative changes in professional vision that occur as a result of extended periods of workplace learning experiences. It identifies the kinds of sample, materials, measures, and analysis methods used to assess the quality of expertise differences, as well as what elements of and differences in visual expertise are revealed in particular assessment processes. In doing this, the study seeks to illuminate how assessing the quality of expertise differences matured over the past 20 years, noting that strategies of scanning brain activity and tracking eye movements are now being used in ways that augment traditional approaches such as using verbal reports and observing representational practices. The findings demonstrate how the assessment of visual expertise has become more multidisciplinary over the past two decades. Implications for educational practice and future research directions on the development of professional vision are discussed. 相似文献
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Markus Nivala Erno Lehtinen Laura Helle Pauliina Kronqvist Jorma Paranko Roger Säljö 《Anatomical sciences education》2013,6(6):361-367
Over the years, the role and extent of the basic sciences in medical curricula have been challenged by research on clinical expertise, clinical teachers, and medical students, as well as by the development and diversification of the medical curricula themselves. The aim of this study was to examine how prior knowledge of basic histology and histopathology among students predicts early learning of diagnostic pathology. Participants (N=118, representing 91% of the full student cohort) were medical students at the University of Turku, Finland. Data were collected during two preclinical courses that students attended in their first and second years of medical school. The measurements included tests on biomedical and clinical knowledge and a performance test in diagnostic pathology. Second‐year performance on the diagnostic pathology examinations was predicted by the students' prior knowledge of histology, but not by the students' prior knowledge of histopathology. Although earlier research has demonstrated similar results in studies with shorter longitudinal designs, the present study demonstrates that the effect remains even if there is a considerably long time delay (a year) between the measurements, thus confirming the long‐term value of basic science studies in the preclinical phase. Anat Sci Educ 6: 361–367. © 2013 American Association of Anatomists. 相似文献
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European Journal of Psychology of Education - 相似文献
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Jake McMullen Minna M. Hannula-Sormunen Mikko Kainulainen Kristian Kiili Erno Lehtinen 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):562-573
Spontaneous focusing on quantitative relations (SFOR) has been shown to be a strong predictor of rational number conceptual development in late primary school. The present study outlines an intervention program that examines the possibilities to enhance late primary school students' SFOR tendency. The intervention program harnessed mobile technology in order to allow students to explore and identify quantitative relations in their everyday environment, including situations outside of the classroom. A total of 38 thirteen-year-olds from two classrooms participated in the seven-week long quasi-experimental study. One classroom spent five lessons over five weeks participating in activities which involved uncovering, defining and describing multiplicative relations in their everyday surroundings. In comparison to a business-as-usual control group, results show the intervention to be successful in enhancing SFOR tendency. These results suggest that it is possible to utilize mobile technologies to enhance students' awareness of the possibilities to use quantitative relations as explicit targets of focusing and reasoning in nonexplicitly mathematical situations. 相似文献
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Research in Science Education - Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based... 相似文献