Implementing virtual collaborative inquiry practises in a middle-school context

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    Abstract

    The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.
    Original languageEnglish
    JournalBehaviour & Information Technology
    Volume26
    Issue number1
    Pages (from-to)37-53
    Number of pages17
    ISSN0144-929X
    DOIs
    Publication statusPublished - 2007
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 515 Psychology
    • verkko-opetus
    • pedagogiikka
    • oppimisympäristö
    • tietoverkot
    • Groupware
    • Learning Environment

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