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3 results on '"Pietarinen, Tarja"'

1. Guidance in Computer-Supported Collaborative Inquiry Learning: Capturing Aspects of Affect and Teacher Support in Science Classrooms

Author

Pietarinen, Tarja, Palonen, Tuire, and Vauras, Marja

Abstract

Technology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher's role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers' guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers' self-perceptions of their guidance and affect were supplemented with students' self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups' prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers' role in collaborative learning.

Published
2021
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2. Affect in Peer Group Learning During Virtual Science Inquiry: Insights From Self-Reports and Video Observations

Author

Pietarinen, Tarja, Volet, Simone, Lehtinen, Erno, and Vauras, Marja

Subjects
science learning, virtual learning environment, CSCL, affect, Psychology, group work, collaboration, Original Research
Abstract

The purpose of this study was to explore affect in small groups learning together face-to-face in a virtual learning environment. The specific aims of the study were to establish how affect within groups (valence, intensity) related to the quality of group outcome (high, average, low), and to capture individual differences within the groups by using a multimethod approach. Participants were six groups of three high school students (N = 18) who achieved distinct outcome levels. Students’ self-reports of their affect and observed affect (researcher-coded selected segments from videos) were used to examine affect during three phases of interdisciplinary science inquiry, namely, planning the experiment, experimenting in the virtual laboratory, and concluding and preparing a joint group presentation. The overall results showed that positive affect was prevalent in both self-reports and researcher-coded observations across all phases. However, while self-reports displayed a strong dominance of positive affect, there was more variation in observed affect. Furthermore, the intensity of affect was higher in self-reports than in observations, for both positive and negative affect. Nonetheless, no effect of affect on group outcome was found. Finally, while within-group consistency in affect was evident in the extreme groups (high, low performance), it was more ambivalent in the groups that achieved an average performance. The results are discussed in light of the literature, and directions for future research on affect in collaborative learning are proposed.

Published
2020

3. EARLI2017-konferenssi Tampereella 29.8.-2.9.2017

Author

Pöysä, Sanni, Ruotsalainen, Jenni, and Pietarinen, Tarja

Subjects
kokoukset, kasvatusala, konferenssit
Abstract

Elo-syyskuun taitteessa Tampereella järjestetty EARLI2017-konferenssi kokosi yhteen 2 200 kasvatusalan tutkijaa kaikkiaan 51 maasta. Konferenssin taustaorganisaatio EARLI (The European Association for Research on Learning and Instruction) on suurin kasvatusalan tutkimusjärjestö Euroopassa, ja kahden vuoden välein järjestettävät suurkonferenssit kuuluvat järjestön päätapahtumiin. Tällä kertaa Tampereen yliopiston isännöimä konferenssi oli vuorossaan jo 17:s. Edellisen kerran EARLI-konferenssi on järjestetty Suomessa vuonna 1991, tuolloin Turussa. nonPeerReviewed

Published
2018

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