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Sexting is one of the recurring causes of concern in public discussion of young people and network media. This paper builds on findings from a survey with 1269 Finnish female respondents aged 11–18 conducted using a popular online community for girls on their experiences of and views on online messages concerning sex and sexuality. Sixty-five per cent of respondents had received messages related to sex from either adults or minors while 20% had also sent such messages themselves. The paper asks how girls experience and make sense of sexual messaging and what motivates them to engage in such interactions. Specific attention is paid to the distinction between unwanted and wanted messages. While messages from unknown people identified as adult were often discussed as unpleasant or ‘creepy’, sexual messaging, role-play, cybersex experiments and discussions related to sex among peers were defined as fun and pleasurable. Girls display notable resilience and describe coping strategies connected to unwanted messaging but equally frame sexual messaging and role-play as issues of choice motivated by curiosity and pleasure. The paper addresses sexual messaging as a form of sexual play and learning, and argues for the importance of contextual analysis in understanding its forms and potentialities. 相似文献
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Sanna Spišák 《Sex education》2016,16(2):130-142
Debate about pornography and minors has mainly centred on questions of control, regulation and media policy; the urge to protect children from dangers of sexually explicit content being the primary motivator of these conversations. Instead of discussing the use of pornography by minors in the light of relevant research findings, public discourse on these issues is more usually shaped by views of sexual cultures as inherently dangerous to minors, and young people as vulnerable, easily harmed, and endangered by the media. This paper builds on data consisting of 4212 questions about sexuality that were sent by young people in Finland to experts on sexual health. Only 64 (1.5%) of these contributions explicitly focused on pornography. The small number of porn-related submissions suggests that for young people there are other more important concerns in the field of sexuality than pornography, on which adult guidance is sought. This paper argues that young people’s perceptions of pornography are more diverse than is typically assumed in public debate. Young people challenge risk talk by constantly referring to the vagueness of the alleged harm that characterises the discourse of danger that can be found in much public discussion. According to the findings of this study, blurry notions of harm bother young people more than the actual pornographic content they encounter. 相似文献
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Investigating the temporal order of regulatory processes can explain in more detail the mechanisms behind success or lack of success during collaborative learning. The aim of this study is to explore the differences between high- and low-challenge collaborative learning sessions. This is achieved through examining how the three phases of self-regulated learning occur in a collaborative setting and the types of interaction associated with these phases. The participants were teacher training students (N?=?44), who worked in groups on a complex task related to didactics of mathematics during 6 weeks. The participants were instructed to use an application that was designed to increase awareness of the cognitive, motivational and emotional challenges the group might face. Based on the application’s log files, the sessions were categorized into low- and high-challenge sessions. The video data from each session were coded based on the self-regulation phases and the types of interaction. The frequencies of the phases and the types of interaction were calculated for each session, and process discovery methods were applied using the heuristic miner algorithm. The results show no significant differences between the sessions in the frequency of phases. However, the process models of the two sessions were different: in the high-challenge sessions, the groups switched between the forethought and performance phases more. In conclusion, the regulation phases and types of interaction that contribute to successful collaboration differ in high- and low challenge sessions and support for regulated learning is needed especially at the middle of the learning process. 相似文献
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Piritta Leinonen Sanna Järvelä 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):897-916
This study investigates how distributed team members evaluate their own and others’ knowledge when they engage in goal‐directed activities and seek shared understanding. Twenty‐three manager‐level employees of a municipal organisation worked as two distributed teams for two months. Their work was supported with a visualisation tool, which was embedded in the teams’ shared www‐based workspaces. After the distributed working period, the subjects were interviewed and their work in the shared workspace was traced. Qualitative analysis of the interviews showed that, in distributed collaboration, individuals use both self‐evaluation and interpersonal evaluation strategies when trying to gain an awareness of others’ knowledge. The interpersonal evaluations included strategies such as assessing the expertise and knowledge of others. It is concluded that when individuals do not have situational information, eg, what others think about the content of the shared task, they tend to make personal attributions. In other words, their evaluations of the others’ knowledge focus on stable tendencies like the expertise of other individuals. 相似文献
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The aim of this study is to investigate what is reciprocal understanding in virtual web-based interaction and what does it consist of. The context of this study was an international web-based pre-service teacher education (N=116) course. The study is based on an idea of shared cognition and reciprocal understanding, in particular. It is assumed that reciprocity is an essential component not only of social interaction, but also of successful virtual interaction. Since many kinds of virtual interaction, such as e-learning, web-based courses, and virtual universities are rapidly getting more common in education, there is a need to analyse the issue of reciprocal understanding in web-based learning in order to develop more profound pedagogical models. The results widely show that during this particular web-based course there was reciprocal discussion between the participants. Participants had mutual negotiations and they discussed about issues from a variety of different viewpoints. Seven different ideas were found for the mechanisms of reciprocal understanding. It is concluded that this information is useful for developing a new pedagogical model for web-based learning and enhancing the quality of virtual interaction. 相似文献
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The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the
study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons
in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked
interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of
networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed
with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized
as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The
results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition
such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features
of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position
in the communication network. 相似文献
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Teresa Cerratto-Pargman Sanna M. Järvelä Marcelo Milrad 《The Internet and Higher Education》2012,15(4):227-230
The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled “Designing Nordic technology-enhanced learning (TEL)”, presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning.The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries. 相似文献
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In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students' learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course. 相似文献