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Research-based teaching at the University: How to use groups and technology to improve learning
Anne Nevgi & Erika Löfström
Centre for Research and Development of Higher Education, Department of Education
Aleksanteri-Instituutti 16.2.2006
How we have planned to proceed
Research-based teaching – definitions Collaborative learning and group work in online learning
settings How to support collaborative learning?
IQ Team - Supports the Web group and its' students in
collaborative learning and group processes. Gives the
teacher information about the students in the group
and how they function as a team. How teachers learn to teach on virtual learning
environment – to use ICT effectively to support learning
processes Two case studies
Pedagogical training in the University of Helsinki
Centre for Reserch and Development of Higher Education
organizes and offers pedagogical courses for university teachers
and researches Level I – 10 study credits
Level II – 15 study credits
Level III – 35 study credits
active in pedagogical reserch to support teaching and learning in
higher education Scholarship of University Teaching
Development of critical thinking in higher education
Quality of Web-based learning
Research & Development Unit for Medical Education Viikki Campus Educational Development Service (VOK)
Definitions of research-based teaching
research-led students learn about research findings
content is dominated by staff research interests
information transmission is the main approach to teaching
research-oriented students learn about research processes.
both the process of knowledge creation and the learning
process are emphasized
research-based students learn as researchers through inquiry-based
activities
roles between teacher and student is minimised
Research-led teaching includes
Research staff – teaching is undertaken by researchers
who are actively researching and publishing Evidence-based teaching – teaching is based on
evidence of students’ experiences in the light of
psychological and pedagogical literature Research-based curriculum – curriculum reflects research
processes and activities (e.g. team working, giving
presentations and papers) A culture of inquiry – there are debates and discussions
within the subject discipline and pedagogical matters A community of scholars – students are inducted into the
culture and community of researches within discipline
…
Research-aligned teaching – teaching is organized by the
particular research strengths and interests of staff Teaching-led research – teaching stimulates disciplinary
researchs as ideas, theories and concepts are engaded
with critically by students (Skelton, 2005, 65)
Teaching-led research ???
Research-led teaching ???
Learning is a social process - social and participatory learning skills
Knowledge is not an individual possession, but socially
shared and emerges from participation in sociocultural
activities (Raynolds et al 1996, 98)
Learning requires also social skills. This means that
learners will need skills which make them capable to
social interaction
A collaborative knowledge construction within a systemic
approach
Help-seeking strategies
(Niemi, Virtanen, & Nevgi 2005)
Personal
LearningEnvironment
Social
(Niemi, Virtanen, & Nevgi 2005)
Personal Social
LearningEnvironment
SelfRegulation
Metacognitive skills
Reciprocal relationships(Niemi, Virtanen, & Nevgi 2005)
LearningEnvironment
Social interdependenceMetacognitive skills
Per
Personal Social
SelfRegulation
(Niemi, Virtanen, & Nevgi 2005)
LearningEnvironment
Social SelfRegulation
Personal
InfrastructureTeaching/Learning culture
Social interdependence
Metacognitive skills
(Niemi, Virtanen, & Nevgi 2005)
Metacognitive knowledge and skills
Metacognitive knowledge about person, task, and strategy variables and their interactions
Metacognitive judgements and monitoring activities and processes that learners use in a strategic way
while performing a task
Self-regulation the highest level of metacognitive activity
changing skills and strategies in response to new or changing
task demands.
(Niemi, Virtanen, & Nevgi 2005)
IQ Team – tool for students and teachers to improve group working skills in virtual learning environment
The Test of Group Roles Cronbach’s alpha-scores
Dimensions Data 2002N = 259
Data 2004N = 275
1. Rejecting2. Dominating3. Encouraging4. Conforming5. Sharing know-how6. Avoiding
.83
.83
.77
.72
.74
.75
.76
.68
.83
.63
.67
.69
(Niemi, Virtanen, & Nevgi 2005)
The Test of Social Interdependence Cronbach’s alpha-scores
Dimensions Data 2002N = 259
Data 2004N = 275
7. Individualistic8. Competitive9. Collaborative
.89
.80
.75
.82
.76
.75
(Niemi, Virtanen, & Nevgi 2005)
The tests of Group Processes and Knowledge Creating Cronbach’s alpha-scores
Dimensions Data 2002N = 259
Data 2004N = 275
10. Trustful atmosphere11. Goal orientation and commitment12. Innovation and Creativity13. Power of collaboration14. Differences as a resource15. Tutor/teacher as a resource
.80*
.78
.78
.87*
.64
.66
.61
.57
.51
.81
* = dimension remodified by constructing new items
(Niemi, Virtanen, & Nevgi 2005)
Correlations of the social behavior
Social Interdependence Individualistic Competitive Collaborative
Individualistic 1.00 .43** .29**
Competitive 1.00 .27**
Collaborative 1.00
Roles in groups
Rejecting -.04 .08 -.15
Dominating .20* .13 .04
Encouraging .27** .10 .29**
Conforming .04 .00 .06
Sharing .28** -.02 .35**
Avoiding -.09 .09 -.09
* = p<.05, ** = p<.001
(Niemi, Virtanen, & Nevgi 2005)
Correlations of the social behavior
Group processes Individualistic Competitive Collaborative
Trustful atmosphere .75** .41** .50**
Goal/Commitment .37** .72** .44**
Innovation .40** .29** .84**
Power of Collaboration .30** .17* .60**
Difference as a resource .34** .29** .50**
Tutor as a resource .29** .23** .29**
* = p<.05, ** = p<.001
(Niemi, Virtanen, & Nevgi 2005)
Research-based teaching at the University: How to use groups and technology to improve learning
Anne Nevgi & Erika Löfström
Centre for Research and Development of Higher Education, Department of Education
Aleksanteri-Instituutti 16.2.2006
Web-based teaching and learning
0% 100%
Contact teaching
Online learning
Mixed modes
Web-supported contact teaching
Blended web-based learning
Use of the Web
To think about…
What is your relationship to technology in teaching?
Why do you use it, or if you don’t, why not?
What is the pedagogical justification behind your choice?
Teachers’ experiences of being a student
Teachers’ pedagogical thinking
Tea
cher
s’ te
achi
ng e
xper
ienc
e
Plans for development of teachingReflective writing
Qualityteaching
Teachers’ Needs
of support
DATA
Cases on the pedagogical awareness in teachers as learners of the use of ICT in teaching
Pedagogy in University teacher’s Weblogs on developing their web-based teaching – What Matters?
Data: Teachers’ Weblog Accounts, N = 26
Meaningful Learning Ausubel 1968; Novak & Gowin 1984; Jonassen 1995; Ruokamo & Pohjolainen 1999;
Nevgi & Tirri 2003
Criteria How does the Web support it? How can you tell?
Interactivity Discussion forum Critical thinking, open-
Collaborative Mutual platforms Studying togetherlearning
Activity Interactivity Self-directedness
Constructivity Structure Combinig, comparing
Contextuality Virtual realities Problem-solving
Transfer Virtual spaces Practicing, applying
Intentionality Tools for planning Goal-oriented activity
Reflexivity Metacognitive tools Exploring own learning