Papers by sanna Järvelä
Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high-and low-performing groups
Computers and Human Behaviour, 2015
Collaborative groups encounter many challenges in their learning. They need to recognize challeng... more Collaborative groups encounter many challenges in their learning. They need to recognize challenges that may hinder collaboration, and to develop appropriate strategies to strengthen collaboration. This study aims to explore how groups progress in their socially shared regulation of learning (SSRL) in the context of computer-supported collaborative learning (CSCL). Teacher education students (N = 103) collaborated in groups of three to four students during a two-month multimedia course. The groups used the Virtual Collaborative Research Institute (VCRI) learning environment along with regulation tools that prompted them to recognize challenges that might hinder their collaboration and to develop SSRL strategies to overcome these challenges. In the data analysis, the groups reported challenges, and the SSRL strategies they employed were analyzed to specify the focus and function of the SSRL. Process discovery was used to explore how groups progressed in their SSRL. The results indica...
Investigating children's emotion regulation in socio-emotionally challenging classroom situations
ABSTRACT Decades of research have associated effective emotion and behaviour regulation with lear... more ABSTRACT Decades of research have associated effective emotion and behaviour regulation with learning and social competence among young children. However, further studies on children's use of emotion regulation in their everyday lives are required. This study focuses on investigating six- to nine-year-old children's (N = 24) use of emotion regulation strategies in various socio-emotionally challenging classroom situations. Data consist of video recordings of different classroom situations, which were analysed using interaction analysis and theory-oriented content analysis in connection with the Multisource Assessment of Social Competence Scale questionnaire results on social competence. The results of this study indicate the differences in children's abilities to use emotion regulation strategies appropriately in socio-emotionally challenging classroom situations. Qualitative features of children's strategies in different situations also vary. These findings, along with those of previous studies, suggest a need for teachers to scaffold children's developing skills of emotion regulation in school contexts.
Scandinavian Journal of Educational Research, 2016
Measurement has been a central issue for the self-regulated learning (SRL) field since its concep... more Measurement has been a central issue for the self-regulated learning (SRL) field since its conception. The reason is that SRL is a phenomenon that is difficult to study directly for which reliable and valid measures are needed. In this paper, three waves in the measurement of SRL are identified and profiled. Our focus lies on the third one that combines measurement and intervention within the same tools. The basis for this approach is located in the reactivity principle which underlies SRL in all models via the presence of self-monitoring. Once students are aware of their actions, they can react and change what is needed. That is what researchers in the third wave are promoting by the measurement tools that turn into intervention tools along the way. Examples of this approach and guidelines for implementing this type of measurement are presented.
The aim of this study is to analyse resilience displayed by young
children in dyadic task perform... more The aim of this study is to analyse resilience displayed by young
children in dyadic task performance situations. Data were collected by
videotaping children (aged six to seven years; N = 40) during a geometrical task
performance. Results describe ways in which children confronted the challenges
during task performance, and the order in which the situations often occurred.
Additionally, the results show that resilience in learning situations and in peer
interaction is based in many respects on supportive relationships with adults and
peers and on the children’s own abilities to efficiently solve problems.
European Psychologist, Jan 31, 2015
Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in t... more Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.
Conference Presentations by sanna Järvelä
In this paper, Gartner Group’s Hype Cycle is used as the basis for categorizing and analyzing res... more In this paper, Gartner Group’s Hype Cycle is used as the basis for categorizing and analyzing research on the educational use of ubiquitous computing. There are five stages of the Hype Cycle: technology trigger, peak of inflated expectations, trough of disillusionment, slope of enlightenment, and plateau of productivity. The first decade of research on the educational use of mobile technology is divided in this paper into four stages: (i) a period of mobility and personal digital assistants; (ii) the era of wireless Internet learning devices; (iii) the introduction of social mobile media; and (iv) a ubiquitous future. In addition, three
empirical case studies are used as examples of the developmental stages. These case studies demonstrate the diversity of contexts, methods, and technologies used, ranging from workplace to nature trail, from inquiry learning to collaborative knowledge building, and from PocketPCs to smartphones.
… of the 9th international conference on …, Jan 1, 2009
In this study the dependencies between higher education students' profiles, activities, and learn... more In this study the dependencies between higher education students' profiles, activities, and learning outcomes in collaborative learning --as mediated by social software -were examined. Although the sample size in this study was small (n=22), Bayesian Dependency Modeling method provided statistically viable insight. The results show that learners who were active reflectors in their blogs, but who were also interested in what others achieved, obtained the best results in knowledge tests. Based on the analysis, two distinct learner profiles that reflect differences in the students' dependencies can be distinguished: monitor and reflector. Furthermore, an indirect dependencies found in the analysis suggests that both reflectors and monitors are also active wiki editors and participants in face-to-face discussions. Further qualitative analyses are needed in order to get an in-depth view of the complex interactions and dependencies within and between the face-to-face and virtual, but also individual and social, planes of collaboration.
Journal Articles by sanna Järvelä
Interactive Learning …, Jan 1, 2010
This study explores how collaborative inquiry learning can be supported with multiple scaffolding... more This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions between groups of students during the co-creation of knowledge claims. The aim of the analysis was to identify and compare top- and low-performing dyads/triads in order to reveal the differences regarding their co-construction of arguments while creating knowledge claims. Although the results revealed several shortcomings in the types of argumentation, it could be established that differences between the top performers and low performers were statistically significant in terms of social modes of argumentation, the use of warrants in the mobile tool and in overall participation. In general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality in the knowledge claim messages.
Educational Media International, Jan 1, 2008
The aim of this study was to identify social patterns in mobile technology mediated collaboration... more The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices.
Structuring and Regulating Collaborative Learning In Higher Education With Wireless Networks and Mobile Tools
Subscription Prices and …, Jan 1, 2007
A brief narrative description of the journal article, document, or resource. In our recent resear... more A brief narrative description of the journal article, document, or resource. In our recent research we have explored possibilities to scaffold collaborative learning in higher education with wireless networks and mobile tools. The pedagogical ideas are grounded on concepts of collaborative learning, including the socially shared origin of cognition, as well as self-regulated learning theory. This paper presents our three design experiments on mobile, handheld supported collaborative learning. All experiments are aimed at investigating novel ways to structure and regulate individual and collaborative learning with smartphones. In the first study a Mobile Lecture Interaction tool (M.L.I.) was used to facilitate higher education students' self-regulated learning in university lectures. In the second study smartphones were used as regulation tools to scaffold collaboration by supporting externalization of knowledge representations in individual and collaborative levels. The third study demonstrates how face to face and social software integrated collaborative learning supported with smartphones can be used for facilitating socially shared collaboration and community building. In conclusion, it is stressed that there is a need to place students in various situations in which they can engage in effortful interactions in order to build a shared understanding. Wireless networks and mobile tools will provide multiple opportunities for bridging different contents and contexts as well as virtual and face to face learning interactions in higher education. (Contains 1 figure and 3 tables.)
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Papers by sanna Järvelä
children in dyadic task performance situations. Data were collected by
videotaping children (aged six to seven years; N = 40) during a geometrical task
performance. Results describe ways in which children confronted the challenges
during task performance, and the order in which the situations often occurred.
Additionally, the results show that resilience in learning situations and in peer
interaction is based in many respects on supportive relationships with adults and
peers and on the children’s own abilities to efficiently solve problems.
Conference Presentations by sanna Järvelä
empirical case studies are used as examples of the developmental stages. These case studies demonstrate the diversity of contexts, methods, and technologies used, ranging from workplace to nature trail, from inquiry learning to collaborative knowledge building, and from PocketPCs to smartphones.
Journal Articles by sanna Järvelä