Doktorand Charlotta Hilli. Projekt: DiDiDi, \u00c5bo Akademi, Fakulteten f\u00f6r pedagogik och v\u00e4lf\u00e4rdsstudier, Vasa<\/p>\n
Studien tar sin ansats i ett pedagogiskt intresse f\u00f6r virtuella l\u00e4rmilj\u00f6er. Syftet \u00e4r att tolka gymnasiestuderandes erfarenheter av\u00a0l\u00e4rande f\u00f6r att \u00f6ka f\u00f6rst\u00e5elsen av\u00a0de pedagogiska f\u00f6ruts\u00e4ttningar som l\u00e4rmilj\u00f6n innebar. Det finns b\u00e5de en nationell och internationell orsak till att v\u00e4lja virtuella l\u00e4rmilj\u00f6er p\u00e5 gymnasieniv\u00e5 eftersom forskningsr\u00f6nen \u00e4r f\u00e5 och den teknologiska utvecklingen som sker har betydelse f\u00f6r de pedagogiska m\u00f6jligheterna i distansstudier. Temat \u00e4r st\u00e4ndigt h\u00f6gaktuellt men kunskapen f\u00f6r\u00e5ldras likas\u00e5 snabbt.\u00a0Virtuella l\u00e4rmilj\u00f6er avser i avhandlingen interaktiva, kommunikativa och digitala milj\u00f6er.<\/p>\n
Illeris (2006) h\u00e4vdar att yrkeslivet och samh\u00e4llet i \u00f6vrigt st\u00e4ller stora krav p\u00e5 studerande. De studerande f\u00f6rv\u00e4ntas utveckla probleml\u00f6snings- och samarbetsf\u00f6rm\u00e5ga och\u00a0personliga kvaliteter som flexibilitet, kreativitet och sj\u00e4lvst\u00e4ndighet. Enligt Beetham och Sharpe (2013) ska kunskap till\u00e4mpas p\u00e5 omr\u00e5den som kanske inte existerar medan studierna p\u00e5g\u00e5r och synen p\u00e5 kunskap omformas i och med teknologiska framsteg.\u00a0Enligt Annetta, Folta och Klesath (2010) kan virtuella l\u00e4rmilj\u00f6er st\u00e4rka ett sj\u00e4lvst\u00e4ndigt f\u00f6rh\u00e5llningss\u00e4tt till studierna och \u00f6ka den studerandes\u00a0kunskaper kring virtuella program.<\/p>\n
Antagandet i avhandlingen \u00e4r att digitaliseringen f\u00f6r\u00e4ndrar de pedagogiska f\u00f6ruts\u00e4ttningarna f\u00f6r att erbjuda distanskurser. Det betyder att den l\u00e4rande f\u00f6rv\u00e4ntas studera enligt nya villkor, men hur st\u00e4ller sig den l\u00e4rande till detta?<\/p>\n
Studien har genomf\u00f6rts i tre\u00a0finlandssvenska gymnasier som en distanskurs i samh\u00e4llsl\u00e4ra, d\u00e4r ett socialkonstruktivistiskt perspektiv p\u00e5 l\u00e4rande nyttjades i kursdesignen. Det empiriska materialet bestod av intervjuer med 13 gymnasiestuderande. Programmen Second Life, Google+ och Wikibooks kombinerades f\u00f6r att skapa en omv\u00e4xlande l\u00e4rmilj\u00f6 d\u00e4r interaktioner i realtid betonades.<\/p>\n
En hermeneutisk ansats gjorde det m\u00f6jligt att tolka gymnasiestuderandes erfarenheter av\u00a0l\u00e4rande mot tidigare teorier. Det \u00f6kar studiens tillf\u00f6rlitlighet n\u00e4r resultaten bygger vidare p\u00e5 och delvis bekr\u00e4ftas av andra forskningsr\u00f6n. Analysen har utmynnat i fyra kategorier: ansvar, tid, frihet och kommunikation som studeras i ljuset av teorier om kunskapskonstruktion, motivation och interaktion.<\/p>\n
Projektet ber\u00e4knas p\u00e5g\u00e5 mellan 2012 och 2016. Datainsamlingen skedde l\u00e4s\u00e5ret 2013-2014.\u00a0H\u00f6gskolestiftelsen i \u00d6sterbotten, Waldemar von Frenckells stiftelse, Stiftelsen f\u00f6r \u00c5bo Akademi och Svenska Kulturfonden har gjort det m\u00f6jligt f\u00f6r mig att forska p\u00e5 heltid 2012-2016.<\/p>\n
The concept of a virtual learning environment is hardly new, as it dates back to at least the 1970s (Nelson & Erlandson, 2012), but the meaning of this particular space in an educational context is constantly changing due to technological innovations. Researchers such as Beetham and Sharpe (2013) claim that not only does the Information Age demand a new apporach to knowledge, but technology is inevitably part of the modern learning process. Knowledge is constructed together; it is never transferred between individuals. According to Illeris (2006), learning in this age demands a variety of skills, ranging from problem solving and creativity to flexibility and collaboration. Annetta, Folta and Klesath (2010) suspect that virtual learning environments might enhance skills such as these, since the space demands an independent approach to studying from the students while they learn how to use a wide array of sources and virtual programmes.<\/p>\n
The aim of the current study was to gain a deeper understanding of learning in a virtual environment from upper secondary school students\u2019 perspectives. The study took place in a distance learning course in economics, which students from multiple schools could take part in. The socioconstructivist course design was delivered through several virtual programmes. Firstly, Second Life is a virtual world where part of our discussions and assignments took place. Also, Google+ was used as our virtual platform for collaborative writing\u2014as well as a social media platform for our communication\u2014and Wikibooks was used as a virtual forum for the texts that the students wrote together. After completion of the course, I interviewed the students and hermeneutically interpreted what was significant for them while studying in this new learning environment. I used Illeris\u2019 (2006) constructivist model to analyze the data, since\u00a0meaning-making, motivation and interaction are always involved when learning occurs. From a hermeneutical point of view, it was fruitful to maintain a holistic approach to learning instead of focusing on particular details.<\/p>\n
Referenser\/References:<\/em><\/p>\n Annetta, Leonard A; Folta, Elizabeth; Klesath, Marta,\u00a0V-Learning. Distance Education in the 21st Century Through 3D Virtual Learning Environments (Springer, 2010)<\/p>\n Beetham, Helen; Sharpe, Rhona (red.),\u00a0Rethinking Pedagogy for a Digital Age. Designing for 21st century learning\u00a0(Routledge, 2013)<\/p>\n Illeris, Knud, L\u00e4rande (Studentlitteratur, 2006)<\/p>\n Nelson, Brian C.; Erlandson, Benjamin E.,\u00a0Design for learning in virtual worlds. Interdisciplinary approaches to educational technology (Routledge, 2012)<\/p>\n","protected":false},"excerpt":{"rendered":" Doktorand Charlotta Hilli. Projekt: DiDiDi, \u00c5bo Akademi, Fakulteten f\u00f6r pedagogik och v\u00e4lf\u00e4rdsstudier, Vasa Arbetsrubrik: Gymnasiestuderande erfar l\u00e4rande\u00a0i\u00a0virtuella l\u00e4rmilj\u00f6er. Studien tar sin ansats i ett pedagogiskt intresse f\u00f6r virtuella l\u00e4rmilj\u00f6er. Syftet \u00e4r att tolka gymnasiestuderandes erfarenheter av\u00a0l\u00e4rande f\u00f6r att \u00f6ka f\u00f6rst\u00e5elsen av\u00a0de pedagogiska f\u00f6ruts\u00e4ttningar som l\u00e4rmilj\u00f6n innebar. Det finns b\u00e5de en nationell och internationell orsak till […]<\/p>\n","protected":false},"author":170,"featured_media":0,"parent":387,"menu_order":3,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-563","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/pages\/563","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/users\/170"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/comments?post=563"}],"version-history":[{"count":0,"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/pages\/563\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/pages\/387"}],"wp:attachment":[{"href":"https:\/\/blogs2.abo.fi\/dididi\/wp-json\/wp\/v2\/media?parent=563"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}