Yhteisöllisyys voimavarana yliopisto-opetuksen ja -opiskelun kehittämisessä

Tutkimustuotos: OpinnäyteVäitöskirjaMonografia

Kuvaus

The aim of this doctoral research was to determine how a sense of community
can be a resource for developing university teaching and learning. The theoretical
background is linked to social sciences, social psychology, university pedagogy and
educational sciences. Cooperative learning, which has a long research tradition,
was selected from among the educational theories. Furthermore, the collaborative
learning tradition, which has become stronger along with the socioconstructivist
paradigm, was used as a theoretical background. The research questions were:
What factors are experienced by students and teachers to enhance or impede learning?
How do the following concepts explain collaborative learning: the social interdependence
between group members, the sociocognitive conflict between group
members, the emotional support of the group and study as a process of integration
into the community of experts? What methods can be used to strengthen the sense
of community as a resource?
The thesis is comprised of two separate studies (study I and II). Study I consisted
of an action research project in which a model of cooperatively developing
a teaching and learning culture was created and tested. The focus of study I was
the university pedagogy programme of the Faculty of Agriculture and Forestry.
Altogether, 145 people participated in the training. The materials consisted of all
documents that were collected during the project, of which the student learning
diaries were analysed more thoroughly. Materials were also collected via a questionnaire
that was sent to the participants one year after the last programme had
ended. The aim of study II was to determine how Open University students and
Bachelor’s degree students experience their teaching-learning environment and
the importance of the learning community and peer support to their studies. The
survey utilized internationally known measures: student experiences of teaching
and learning and student approaches to studying and learning. The research data
consisted of the survey responses of Open University students (n = 467) and Bachelor’s
degree students (n = 2509). The data were analysed using statistical methods
and content analysis.
The results of study I demonstrated that the theoretical framework and the
methods of cooperative learning provide useful tools for developing an academic
learning and teaching culture. The approach helps to create a benevolent learning
atmosphere. The cooperative learning culture used in the action research project
reflected the traditional academic learning culture and also caused a collision between
the two cultures. The results of study II indicated that, with the exception
of support from other students, the Open University students experienced their
teaching-learning environments on average more positively than the Bachelor’s
degree students. According to the Open University students, their own motivation
and interest was the most important factor that enhanced studying. Furthermore,
the most common factors delaying their studies were their life situation and a lack
of time. The sense of community and social relations mainly promoted studying.
Open University students experienced that they were supported by their teachers,
tutors, other students, the working community, family and hobbies. Interaction
was experienced as a characteristic of a good teaching situation.
Collaborative learning enhances learning through positive social interdependence,
sociocognitive conflict and emotional support between group members.
Furthermore, students become part of the community of experts and at the same
time their identity as experts develops. The research demonstrated that the methods
that make good use of communal resources are negotiation of shared goals
and rules, working in various small groups, emphasis on shared and individual
responsibilities and assessment of the product and the process of learning. In addition,
the challenge in collaborative learning is the ability to deal with the conflicts.
The resources of the academic community can be developed if the members of the
community develop, in addition to the communal working methods, their communal
sensitivity. In other words, they should have an understanding of social
psychological and sociological concepts that they can use for observing communal
phenomena.
Keywords: sense of community, cooperative learning, collaborative learning, Open
University, learning-teaching environment, approaches to learning and studying,
university pedagogy
Julkaisun otsikon käännösA sense of community as a resource for developing university
Alkuperäiskielisuomi
JulkaisupaikkaHelsinki
Kustantaja
Painoksen ISBN978-952-10-5947-6
Sähköinen ISBN978-952-10-5948-3
TilaJulkaistu - 2010
OKM-julkaisutyyppiG4 Tohtorinväitöskirja (monografia)

Tieteenalat

  • yliopistot
  • opettajat
  • yhteisöllisyys
  • avoin yliopisto
  • korkeakouluopetus
  • yhteisöllinen oppiminen
  • yhteistoiminnallinen oppiminen
  • opiskeluympäristö
  • opiskelijat
  • yliopistopedagogiikka
  • korkeakouluopiskelu
  • 516 Kasvatustieteet

Lainaa tätä

Repo, Saara. / Yhteisöllisyys voimavarana yliopisto-opetuksen ja -opiskelun kehittämisessä. Helsinki : University of Helsinki, 2010. 256 Sivumäärä
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abstract = "The aim of this doctoral research was to determine how a sense of community can be a resource for developing university teaching and learning. The theoretical background is linked to social sciences, social psychology, university pedagogy and educational sciences. Cooperative learning, which has a long research tradition, was selected from among the educational theories. Furthermore, the collaborative learning tradition, which has become stronger along with the socioconstructivist paradigm, was used as a theoretical background. The research questions were: What factors are experienced by students and teachers to enhance or impede learning? How do the following concepts explain collaborative learning: the social interdependence between group members, the sociocognitive conflict between group members, the emotional support of the group and study as a process of integration into the community of experts? What methods can be used to strengthen the sense of community as a resource? The thesis is comprised of two separate studies (study I and II). Study I consisted of an action research project in which a model of cooperatively developing a teaching and learning culture was created and tested. The focus of study I was the university pedagogy programme of the Faculty of Agriculture and Forestry. Altogether, 145 people participated in the training. The materials consisted of all documents that were collected during the project, of which the student learning diaries were analysed more thoroughly. Materials were also collected via a questionnaire that was sent to the participants one year after the last programme had ended. The aim of study II was to determine how Open University students and Bachelor’s degree students experience their teaching-learning environment and the importance of the learning community and peer support to their studies. The survey utilized internationally known measures: student experiences of teaching and learning and student approaches to studying and learning. The research data consisted of the survey responses of Open University students (n = 467) and Bachelor’s degree students (n = 2509). The data were analysed using statistical methods and content analysis. The results of study I demonstrated that the theoretical framework and the methods of cooperative learning provide useful tools for developing an academic learning and teaching culture. The approach helps to create a benevolent learning atmosphere. The cooperative learning culture used in the action research project reflected the traditional academic learning culture and also caused a collision between the two cultures. The results of study II indicated that, with the exception of support from other students, the Open University students experienced their teaching-learning environments on average more positively than the Bachelor’s degree students. According to the Open University students, their own motivation and interest was the most important factor that enhanced studying. Furthermore, the most common factors delaying their studies were their life situation and a lack of time. The sense of community and social relations mainly promoted studying. Open University students experienced that they were supported by their teachers, tutors, other students, the working community, family and hobbies. Interaction was experienced as a characteristic of a good teaching situation. Collaborative learning enhances learning through positive social interdependence, sociocognitive conflict and emotional support between group members. Furthermore, students become part of the community of experts and at the same time their identity as experts develops. The research demonstrated that the methods that make good use of communal resources are negotiation of shared goals and rules, working in various small groups, emphasis on shared and individual responsibilities and assessment of the product and the process of learning. In addition, the challenge in collaborative learning is the ability to deal with the conflicts. The resources of the academic community can be developed if the members of the community develop, in addition to the communal working methods, their communal sensitivity. In other words, they should have an understanding of social psychological and sociological concepts that they can use for observing communal phenomena. Keywords: sense of community, cooperative learning, collaborative learning, Open University, learning-teaching environment, approaches to learning and studying, university pedagogy",
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Yhteisöllisyys voimavarana yliopisto-opetuksen ja -opiskelun kehittämisessä. / Repo, Saara.

Helsinki : University of Helsinki, 2010. 256 s.

Tutkimustuotos: OpinnäyteVäitöskirjaMonografia

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AU - Repo, Saara

PY - 2010

Y1 - 2010

N2 - The aim of this doctoral research was to determine how a sense of community can be a resource for developing university teaching and learning. The theoretical background is linked to social sciences, social psychology, university pedagogy and educational sciences. Cooperative learning, which has a long research tradition, was selected from among the educational theories. Furthermore, the collaborative learning tradition, which has become stronger along with the socioconstructivist paradigm, was used as a theoretical background. The research questions were: What factors are experienced by students and teachers to enhance or impede learning? How do the following concepts explain collaborative learning: the social interdependence between group members, the sociocognitive conflict between group members, the emotional support of the group and study as a process of integration into the community of experts? What methods can be used to strengthen the sense of community as a resource? The thesis is comprised of two separate studies (study I and II). Study I consisted of an action research project in which a model of cooperatively developing a teaching and learning culture was created and tested. The focus of study I was the university pedagogy programme of the Faculty of Agriculture and Forestry. Altogether, 145 people participated in the training. The materials consisted of all documents that were collected during the project, of which the student learning diaries were analysed more thoroughly. Materials were also collected via a questionnaire that was sent to the participants one year after the last programme had ended. The aim of study II was to determine how Open University students and Bachelor’s degree students experience their teaching-learning environment and the importance of the learning community and peer support to their studies. The survey utilized internationally known measures: student experiences of teaching and learning and student approaches to studying and learning. The research data consisted of the survey responses of Open University students (n = 467) and Bachelor’s degree students (n = 2509). The data were analysed using statistical methods and content analysis. The results of study I demonstrated that the theoretical framework and the methods of cooperative learning provide useful tools for developing an academic learning and teaching culture. The approach helps to create a benevolent learning atmosphere. The cooperative learning culture used in the action research project reflected the traditional academic learning culture and also caused a collision between the two cultures. The results of study II indicated that, with the exception of support from other students, the Open University students experienced their teaching-learning environments on average more positively than the Bachelor’s degree students. According to the Open University students, their own motivation and interest was the most important factor that enhanced studying. Furthermore, the most common factors delaying their studies were their life situation and a lack of time. The sense of community and social relations mainly promoted studying. Open University students experienced that they were supported by their teachers, tutors, other students, the working community, family and hobbies. Interaction was experienced as a characteristic of a good teaching situation. Collaborative learning enhances learning through positive social interdependence, sociocognitive conflict and emotional support between group members. Furthermore, students become part of the community of experts and at the same time their identity as experts develops. The research demonstrated that the methods that make good use of communal resources are negotiation of shared goals and rules, working in various small groups, emphasis on shared and individual responsibilities and assessment of the product and the process of learning. In addition, the challenge in collaborative learning is the ability to deal with the conflicts. The resources of the academic community can be developed if the members of the community develop, in addition to the communal working methods, their communal sensitivity. In other words, they should have an understanding of social psychological and sociological concepts that they can use for observing communal phenomena. Keywords: sense of community, cooperative learning, collaborative learning, Open University, learning-teaching environment, approaches to learning and studying, university pedagogy

AB - The aim of this doctoral research was to determine how a sense of community can be a resource for developing university teaching and learning. The theoretical background is linked to social sciences, social psychology, university pedagogy and educational sciences. Cooperative learning, which has a long research tradition, was selected from among the educational theories. Furthermore, the collaborative learning tradition, which has become stronger along with the socioconstructivist paradigm, was used as a theoretical background. The research questions were: What factors are experienced by students and teachers to enhance or impede learning? How do the following concepts explain collaborative learning: the social interdependence between group members, the sociocognitive conflict between group members, the emotional support of the group and study as a process of integration into the community of experts? What methods can be used to strengthen the sense of community as a resource? The thesis is comprised of two separate studies (study I and II). Study I consisted of an action research project in which a model of cooperatively developing a teaching and learning culture was created and tested. The focus of study I was the university pedagogy programme of the Faculty of Agriculture and Forestry. Altogether, 145 people participated in the training. The materials consisted of all documents that were collected during the project, of which the student learning diaries were analysed more thoroughly. Materials were also collected via a questionnaire that was sent to the participants one year after the last programme had ended. The aim of study II was to determine how Open University students and Bachelor’s degree students experience their teaching-learning environment and the importance of the learning community and peer support to their studies. The survey utilized internationally known measures: student experiences of teaching and learning and student approaches to studying and learning. The research data consisted of the survey responses of Open University students (n = 467) and Bachelor’s degree students (n = 2509). The data were analysed using statistical methods and content analysis. The results of study I demonstrated that the theoretical framework and the methods of cooperative learning provide useful tools for developing an academic learning and teaching culture. The approach helps to create a benevolent learning atmosphere. The cooperative learning culture used in the action research project reflected the traditional academic learning culture and also caused a collision between the two cultures. The results of study II indicated that, with the exception of support from other students, the Open University students experienced their teaching-learning environments on average more positively than the Bachelor’s degree students. According to the Open University students, their own motivation and interest was the most important factor that enhanced studying. Furthermore, the most common factors delaying their studies were their life situation and a lack of time. The sense of community and social relations mainly promoted studying. Open University students experienced that they were supported by their teachers, tutors, other students, the working community, family and hobbies. Interaction was experienced as a characteristic of a good teaching situation. Collaborative learning enhances learning through positive social interdependence, sociocognitive conflict and emotional support between group members. Furthermore, students become part of the community of experts and at the same time their identity as experts develops. The research demonstrated that the methods that make good use of communal resources are negotiation of shared goals and rules, working in various small groups, emphasis on shared and individual responsibilities and assessment of the product and the process of learning. In addition, the challenge in collaborative learning is the ability to deal with the conflicts. The resources of the academic community can be developed if the members of the community develop, in addition to the communal working methods, their communal sensitivity. In other words, they should have an understanding of social psychological and sociological concepts that they can use for observing communal phenomena. Keywords: sense of community, cooperative learning, collaborative learning, Open University, learning-teaching environment, approaches to learning and studying, university pedagogy

KW - yliopistot

KW - opettajat

KW - yhteisöllisyys

KW - avoin yliopisto

KW - korkeakouluopetus

KW - yhteisöllinen oppiminen

KW - yhteistoiminnallinen oppiminen

KW - opiskeluympäristö

KW - opiskelijat

KW - yliopistopedagogiikka

KW - korkeakouluopiskelu

KW - sense of community

KW - cooperative learning

KW - collaborative learning

KW - Open University

KW - learning-teaching environment

KW - approaches to learning and studying

KW - university pedagogy

KW - 516 Kasvatustieteet

M3 - Väitöskirja

SN - 978-952-10-5947-6

T3 - Kasvatustieteellisiä tutkimuksia

PB - University of Helsinki

CY - Helsinki

ER -

Repo S. Yhteisöllisyys voimavarana yliopisto-opetuksen ja -opiskelun kehittämisessä. Helsinki: University of Helsinki, 2010. 256 s. (Kasvatustieteellisiä tutkimuksia ; 228).