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Your search keyword '"Pietarinen, Tarja"' showing total 2 results
Start Over Author "Pietarinen, Tarja" Topic virtual learning environment
2 results on '"Pietarinen, Tarja"'

1. 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

2. High school students' perceptions of affect and collaboration during virtual science inquiry learning.

Author

Pietarinen, Tarja, Vauras, Marja, Laakkonen, Eero, Kinnunen, Riitta, and Volet, Simone

Subjects
*SCHOOL environment, *SELF-evaluation, *INTERDISCIPLINARY education, *INTERPROFESSIONAL relations, *CRONBACH'S alpha, *RESEARCH funding, *PSYCHOLOGY of high school students, *SCIENCE, *EDUCATIONAL outcomes, *AFFINITY groups, *STRUCTURAL equation modeling, *DESCRIPTIVE statistics, *CHI-squared test, *ONLINE education, *INTRACLASS correlation, *STUDENT attitudes, *AFFECT (Psychology), *LEARNING strategies, *CONFIDENCE intervals, *FACTOR analysis, *COGNITION
Abstract

This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science. Lay Description: What is already known about this topic: Positive collaboration in groups promotes positive affect.Positive affect is crucial for attitudes and motivation towards science learning.Affect is an important factor in virtual learning environment design, but there is a lack of understanding on occurrence and influence of affect during face‐to‐face virtual learning.What this paper adds: Students report mainly positive affect during virtual science inquiry despite tough task demands and the level of productive group outcome.Positive activating affect prevails throughout collaborative inquiry, whereas negative deactivating affect is subordinate.Joviality and notably self‐assurance has a great impact on collaboration and support, and achievement, whereas feelings of displeasure and insecurity may have negative implications.Implications for practice and/or policy: Self‐assurance promotes collaboration and support and the aim at coconstruction of shared understanding during virtual science inquiry learning.Efforts should be made to enhance positive affect and especially self‐assurance in virtual learning. [ABSTRACT FROM AUTHOR]

Published
2019
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