Student Participation in Online Content-Related Discussion and Its Relation to Students’ Background Knowledge

Turkkila, Miikka; Lommi, Henri

doi:10.3390/educsci10040106

Cited by 7 publications

(6 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This type of complex understanding might be especially difficult for young learners and learners who have not had appropriate coregulation experiences with parents or other caregivers prior to coming to school (Hadwin et al, 2016). Also, as learners are exposed to complex content, differences in background knowledge and prior experience lend themselves to differential abilities to participate in online courses without carefully structured materials and activities (Turkkila and Lommi, 2020).…”

Section: Cognition and Structured Learningmentioning

confidence: 99%

Self-regulated learning in online learning environments: strategies for remote learning

Carter

Rice

Yang

et al. 2020

ILS

251

144

View full text Add to dashboard Cite

Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

show abstract

Section: Cognition and Structured Learningmentioning

confidence: 99%

Self-regulated learning in online learning environments: strategies for remote learning

Carter

Rice

Yang

et al. 2020

ILS

251

144

View full text Add to dashboard Cite

show abstract

“…Previous studies conducted before and during the COVID-19 have shown that students from underserved backgrounds (e.g., such as culturally and linguistically minority students, students with low socioeconomic status, students living in rural areas, and first-generation to higher education students) encountered multiple structural and socio-cultural challenges related to distance learning. These difficulties included the lack of access to technological resources ( 5 ), limited time and space ( 6 ), disconnection from faculty members and peers ( 7 ), lack of culturally relevant pedagogies ( 8 , 9 ), and difficulties in adjusting to self-directed learning ( 10 ).…”

Section: Introductionmentioning

confidence: 99%

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

Cohen

Slobodin

2022

Front. Psychiatry

View full text Add to dashboard Cite

A growing body of literature suggests that students from underserved backgrounds are more vulnerable to the adverse economic, emotional, and academic effects of the current COVID-19 pandemic. While this vulnerability was attributed to multiple structural and socio-cultural barriers, little attention has been paid to the role of psychological resources in preserving wellbeing in times of crisis and change. Guided by the Self-Determination Theory (SDT), the current study examined the role of the authentic inner compass (AIC) and need-satisfaction in predicting the wellbeing of Bedouin students attending teachers' higher education institutes in the south of Israel during the COVID-19. Participants were 84 Bedouin teaching students (84.1% female) who completed online questionnaires addressing the sense of AIC, need-based experiences, psychological distress, and positive affect. Consistent with the propositions of the SDT, we found that a strong and clear sense of AIC, as well as high need satisfaction and low need frustration, were associated with lower distress and higher positive effect in Bedouin teaching students. We have also found that need satisfaction moderated the effect of the AIC on students' wellbeing so that AIC better predicted lower distress and higher positive effect when students' levels of need satisfaction were higher. Our findings lend further support to the importance of the AIC and need satisfaction to optimal functioning even in collectivist cultural contexts that do not prioritize values of autonomy. The current study provides insight into the interplay between AIC and need-based experience by describing the conditions under which AIC may be beneficial for wellbeing in times of crisis.

show abstract

“…These connections can be constructed from social media, questionnaires or otherwise reported relationships or interactions. For example, SNA has been used to study online written communications (e.g., Martínez, Dimitriadis, Rubia, Gómez, & De la Fuente, 2003;Turkkila & Lommi, 2020) and classroom interactions. These interactions have been defined differently, but usually they are connected to student discourse.…”

Section: Network Analysis In Science Education Researchmentioning

confidence: 99%

New Materialist Network Approaches in Science Education: A Method to Construct Network Data from Video

Turkkila¹,

Lavonen²,

Salmela‐Aro³

et al. 2022

FLR

View full text Add to dashboard Cite

Lately, new materialism has been proposed as a theoretical framework to better understand material-dialogic relationships in learning, and concurrently network analysis has emerged as a method in science education research. This paper explores how to include materiality in network analysis and reports the development of a method to construct network data from video. The approaches, 1) information flow, 2) material semantic and 3) material engagement, were identified based on the literature on network analysis and new materialism in science education. The method was applied and further improved with a video segment from an upper secondary school physics lesson. The example networks from the video segment show that network analysis is a potential research method within the materialist framework and that the method allows studies into the material and dialogic relationships that emerge when students are engaged in investigations in school.

show abstract

Student Participation in Online Content-Related Discussion and Its Relation to Students’ Background Knowledge

Cited by 7 publications

References 55 publications

Self-regulated learning in online learning environments: strategies for remote learning

Self-regulated learning in online learning environments: strategies for remote learning

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

New Materialist Network Approaches in Science Education: A Method to Construct Network Data from Video

Contact Info

Product

Resources

About