Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Johanna Pöysä-Tarhonen"'
Publikováno v:
Computers in Human Behavior Reports, Vol 11, Iss , Pp 100312- (2023)
Collaborative problem solving (CPS) has been considered as one of the vital 21st century skills. To be successful in CPS requires not only CPS skills but also positive attitudes towards collaboration (i.e., collaboration dispositions). However, the r
Externí odkaz:
https://doaj.org/article/9918b3caf63d4e50911c87bea8fc4177
Publikováno v:
Research and Practice in Technology Enhanced Learning, Vol 16, Iss 1, Pp 1-24 (2021)
Abstract The current article describes an exploratory study that focussed on joint attention behaviour—the basis of interaction predicting productive collaboration—to better understand collaborative problem solving, particularly its social aspect
Externí odkaz:
https://doaj.org/article/92906610be354f138e1c1a461167a904
Publikováno v:
Research and Practice in Technology Enhanced Learning, Vol 13, Iss 1, Pp 1-29 (2018)
Abstract 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 constr
Externí odkaz:
https://doaj.org/article/8899094d11144f8f84b4df8658b5e148
Publikováno v:
Instructional Science. 50:1-34
Collaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized proble
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::37a9a6101a3f2b6c947f7d85a4fcf301
https://doi.org/10.1007/s11251-021-09562-5
https://doi.org/10.1007/s11251-021-09562-5
Publikováno v:
Encyclopedia of Teacher Education ISBN: 9789811311796
From the cognitive perspective, meaningful learning is often understood in terms of the cognitive development and the changes in a learner’s cognitive structure that occurs when the knowledge being learned is relevant to the learner’s existing kn
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5bd4fb92b2ba07c3fab83a98bc64beac
https://doi.org/10.1007/978-981-16-8679-5_50
https://doi.org/10.1007/978-981-16-8679-5_50
Autor:
Sanna Järvelä, Tuomo Virtanen, Anne Virtanen, Johanna Pöysä-Tarhonen, Mikko Niilo-Rämä, Päivi Häkkinen, Piia Näykki
Publikováno v:
Journal of Education for Teaching. 46:71-86
To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Fi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::03eb7441944df8d81ac159f0fcb99a83
https://doi.org/10.1080/02607476.2019.1708628
https://doi.org/10.1080/02607476.2019.1708628
Publikováno v:
Research and Practice in Technology Enhanced Learning, Vol 16, Iss 1, Pp 1-24 (2021)
The current article describes an exploratory study that focussed on joint attention behaviour—the basis of interaction predicting productive collaboration—to better understand collaborative problem solving, particularly its social aspects during
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::57aae5224846212028ba060c654882ae
http://urn.fi/URN:NBN:fi:jyu-202105062642
http://urn.fi/URN:NBN:fi:jyu-202105062642
Publikováno v:
Research and Practice in Technology Enhanced Learning, Vol 13, Iss 1, Pp 1-29 (2018)
Research and Practice in Technology Enhanced Learning
Research and Practice in Technology Enhanced Learning
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
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f100b3d956e83e5cac01e1bb19cb6613
http://link.springer.com/article/10.1186/s41039-018-0079-7
http://link.springer.com/article/10.1186/s41039-018-0079-7
Publikováno v:
International Journal of Computer-Supported Collaborative Learning. 12:251-279
This study examines student teachers’ collaborative learning by focusing on socio-cognitive and socio-emotional monitoring processes during more and less active script discussions as well as the near transfer of monitoring activities in the subsequ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2d3deb5bea0766554dcf3cf992f413e2
https://doi.org/10.1007/s11412-017-9259-5
https://doi.org/10.1007/s11412-017-9259-5
Autor:
Mikko Vesisenaho, Merja Juntunen, Janne Fagerlund, Johanna Pöysä-Tarhonen, Päivi Häkkinen, Tiina Parviainen, Iryna Miakush
Publikováno v:
Journal of Virtual Worlds Research. 12(1)
Cognitive and emotional dimensions are often linked to each other in learning experiences. Moreover, emotions and engagement can lead to better outcomes at the cognitive level. Previous research has indicated that virtual reality (VR) provides a feel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4b8cab617c09ad1c4fccb6efc4b05c41
http://juuli.fi/Record/0339626719
http://juuli.fi/Record/0339626719