JURE 2011 presentation

Students’ efficacious activity in collaborative learning situations Elina Määttä, Hanna Järvenoja & Sanna Järvelä LET – Learning and Educational Technology Research Unit, Department of Educational Science and Teacher Education, University of Oulu, Finland – A case study –

Do we ever to think what makes us act efficaciously? 2

THEORETICAL BACKGROUND 3 ,[object Object],[object Object]

THEORETICAL BACKGROUND ,[object Object],[object Object],3 ,[object Object],[object Object]

AIMS OF THE STUDY 4 ,[object Object],[object Object]

AIMS OF THE STUDY ,[object Object],[object Object],4 ,[object Object],[object Object]

DATA AND ANALYSIS ,[object Object],[object Object],[object Object],5

[object Object],[object Object],6

[object Object],[object Object],6 - Total of 8 episodes - Total duration of the video 21:33

[object Object],[object Object],7 On2 Jake Anna Hanna

[object Object],[object Object],7 On3 Jake Anna Hanna

[object Object],[object Object],7 Off Anna Jake Hanna

[object Object],[object Object],7 On1 Anna Jake Hanna

[object Object],[object Object],[object Object],8

[object Object],[object Object],[object Object],8 Collaborative Individualistic Student(s) helping and assisting another student Lack of shared understanding and unequal participation Joint activity characterized by equal participation and meaning-making Working task individually with no sharing or joint meaning making

[object Object],[object Object],[object Object],9

[object Object],[object Object],9 Individual trigger Group trigger Contextual trigger Consists of individual’s positive or negative comments or actions that affect one’s efficacious activity. Consists of positive or negative evaluation, comments, and actions from others. Social reinforcement can take the form of verbal praise or criticism or non-verbal communication such as smiles, frowns, and gestures. Consists of contextual factors that affect students’ efficacious activity either positively or negatively.

RESULTS ,[object Object],[object Object],10

[object Object],If I want to add water into this, how do I get it there? Hanna, how do I get water there? I don’t understand how to do this. Collaborative interaction 11

[object Object],To first row, you need to type the name of the group you’re in. All those basic information have to be completed. But “my observation” is not even the correct basis for your note. You should use the basis of “my findings”. 11

[object Object],Well, what is a finding anyway? 11

[object Object],It’s your own explanation of the topic. 11

[object Object],Okay. Now I get it! 11

[object Object],[object Object],12

[object Object],[object Object],13 - Knowing what to do - Changing working method

[object Object],[object Object],15 ,[object Object],[object Object],[object Object]

[object Object],[object Object],15 ,[object Object],[object Object],[object Object],[object Object]

CONCLUSIONS ,[object Object],[object Object],[object Object],[object Object],16

DISCUSSION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],17 S P

SELECTED REFERENCES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],18

CREDITS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

More information: Elina Määttä (elina.maatta@oulu.fi)

JURE 2011 presentation

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