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1. University Teaching Staffs' Pedagogical Awareness Displayed through ICT-Facilitated Teaching (EJ802344)
Author(s):
Lofstrom, Erika; Nevgi, Anne
Source:
Interactive Learning Environments, v16 n2 p101-116 Aug 2008
Pub Date:
2008-08-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Pedagogical Content Knowledge; College Faculty; Educational Technology; Electronic Publishing; Web Sites; Faculty Development; Teacher Attitudes; Foreign Countries; Computer Mediated Communication; Adult Learning; Learning Processes; Learning Theories; Content Analysis; Professional Training; Trainers
Abstract: This article focuses on how the teachers' pedagogical awareness is displayed and shaped while they learn to use information and communication technology (ICT) in their teaching and the aim here is to increase our understanding of university teachers as learners and as developers of their pedagogical awareness. The pedagogical awareness of teachers is examined through analysis of their thoughts on student learning and as displayed in their written weblog accounts during a course they took on how to use ICT to support learning. In this study 26 teachers assumed the role of students, i.e. as learners of how to use technology to boost their teaching and to facilitate the learning of their students. The objective of this course at the University of Helsinki was to enhance both the pedagogical and technical skill of teachers. The pedagogical awareness of the teaching staff was analysed by applying the theoretical model of meaningful learning. The results of the present study indicate that while contextuality and the transfer of knowledge was not well elaborated, the teachers particularly emphasized collaboration as a pedagogical means to facilitate learning. Furthermore, teacher reflection was an emerging theme in a few accounts, but this reflection appears to facilitate student learning in a slightly different manner than the elements of meaningful learning, which directly impact the learning situation. This increased understanding of how the new media are adopted into teaching can be used to design ICT training schemes for university teaching staff. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. A Follow-up Study of the Effect of Pedagogical Training on Teaching in Higher Education (EJ795956)
Postareff, Liisa; Lindblom-Ylanne, Sari; Nevgi, Anne
Higher Education: The International Journal of Higher Education and Educational Planning, v56 n1 p29-43 Jul 2008
2008-07-00
Descriptors: Followup Studies; College Faculty; Self Efficacy; Teacher Attitudes; Teaching Methods; Motivation Techniques; Professional Development; Higher Education; Teacher Education; Foreign Countries
Abstract: The present follow-up study examines the effect of university teachers' pedagogical training on approaches to teaching and self-efficacy beliefs measured by Approaches to Teaching Inventory and an additional part measuring motivational strategies. The effect of pedagogical training on teaching is analysed among 35 teachers who had not participated in pedagogical courses after the first measurement in 2004 as well as among 45 teachers who had acquired more pedagogical training after the first measurement. The results showed that there were more positive changes in the measured scales among teachers who had acquired more credits of pedagogical courses since the year 2004 than among teachers who had not acquired more credits. The results of the first and second measurements are compared. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Student Activity and Learning Outcomes in a Virtual Learning Environment (EJ811470)
Romanov, Kalle; Nevgi, Anne
Learning Environments Research, v11 n2 p153-162 Sep 2008
2008-09-00
Journal Articles; Reports - Research
Descriptors: Medical Students; Distance Education; Discussion Groups; Online Courses; Tests; Information Science; Gender Differences; Educational Technology; Electronic Learning; Computer Mediated Communication; Instructional Materials; Correlation; Outcomes of Education
Abstract: The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the course material in discussion groups focusing on the lectures, quizzes and students' own notes. Each student's data recording of activities and individual participation in discussion in the online course was analysed in order to assess which activities predicted learning outcome. Higher course grades were associated with studying the course material frequently and also with regular participation in reading postings and replying to them. There were no connections between learning outcome and the students' original contributions to the discussion forums. There were no statistically significant differences between male and female students in how they utilised the various components of the learning material. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Academic Self-Beliefs and Prior Knowledge as Predictors of Student Achievement in Mathematics: A Structural Model (EJ780340)
Hailikari, Telle; Nevgi, Anne; Komulainen, Erkki
Educational Psychology, v28 n1 p59-71 Jan 2008
2008-01-00
Descriptors: Mathematics Achievement; Academic Achievement; Prior Learning; College Students; Self Efficacy; Prediction; Structural Equation Models; Correlation; Test Results; Mathematics Education; Measures (Individuals)
Abstract: The aim of this study was to explore the relationships between prior knowledge, academic self-beliefs, and previous study success in predicting the achievement of 139 students on a university mathematics course. Structural equation modelling was used to explore the interplay of these variables in predicting student achievement. The results revealed that domain-specific prior knowledge was the strongest predictor of student achievement over and above other variables included in the model and, together with previous study success, explained 55% of the variance. Academic self-beliefs strongly correlated with previous study success and had a strong direct influence on prior knowledge test performance. However, self-beliefs predicted student achievement only indirectly via prior knowledge. The results imply that both prior knowledge and self-beliefs should be taken into account when considering instructional support issues, because they can provide valuable insights about the future performance of the students. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Effect of Pedagogical Training on Teaching in Higher Education (EJ759679)
Teaching and Teacher Education: An International Journal of Research and Studies, v23 n5 p557-571 Jul 2007
2007-07-00
Descriptors: Foreign Countries; Teaching Experience; Teaching Methods; Self Efficacy; Motivation Techniques; Mathematics Teachers; Professional Development; Higher Education; Interviews
Abstract: This article reports a study on the impact of university teachers' pedagogical training on approaches to teaching and self-efficacy beliefs (measured by Approaches to Teaching Inventory and an additional part measuring motivational strategies). The participants were 200 teachers of the University of Helsinki, who were divided into four groups depending on the amount of pedagogical training they had. The results indicated that pedagogical training had an effect on scales measuring conceptual change/student-focused approach and self-efficacy beliefs. Even when the effect of teaching experience was held constant, in order to find out the unique effect of pedagogical training, the results remained the same. In addition, twenty-three interview transcripts were analysed. The teachers mentioned only positive effects of pedagogical training on teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Exploring Alternative Ways of Assessing Prior Knowledge, Its Components and Their Relation to Student Achievement: A Mathematics Based Case Study (EJ773965)
Hailikari, Telle; Nevgi, Anne; Lindblom-Ylanne, Sari
Studies in Educational Evaluation, v33 n3-4 p320-337 Sep-Dec 2007
2007-00-00
Descriptors: Program Effectiveness; Prior Learning; Academic Achievement; Case Studies; Mathematics Education; Mathematics Skills; Mathematics Achievement; Evaluation Methods; Student Evaluation; Knowledge Level; Correlation; Grades (Scholastic); Models; Foreign Countries; Predictor Variables
Abstract: This study investigates how different types of prior knowledge influence student achievement and how different assessment measures influence the observed effect of prior knowledge. We introduce a model of prior knowledge that distinguishes between different types of prior knowledge and uses different assessment measures to assess different types of knowledge. The sample consists of 202 mathematics students who completed the prior knowledge test during the first lesson. The student achievement was measured by the final grade on the course. The results indicate that the type of prior knowledge makes a difference: The measures assessing procedural knowledge predicted the final grades best whereas measures assessing declarative knowledge did not predict final grades. Additionally, previous study success was the best predictor of student achievement. These results are discussed in relation to assessment measures and their implications for practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. From Strategic Planning to Meaningful Learning: Diverse Perspectives on the Development of Web-Based Teaching and Learning in Higher Education (EJ753251)
British Journal of Educational Technology, v38 n2 p312-324 Mar 2007
2007-03-00
Journal Articles; Reports - Descriptive
Descriptors: Virtual Universities; Time Management; Strategic Planning; Quality Control; Information Literacy; Teacher Attitudes; Student Attitudes; Foreign Countries; Information Technology; Educational Technology; Web Based Instruction; Higher Education; Surveys; Gender Differences; Virtual Classrooms; Professional Development
Abstract: This paper reports the results of a study on strategic planning and implementation of information and communication technology (ICT) in teaching and describes the level of quality awareness in web-based teaching at the University of Helsinki. Questionnaire survey data obtained from deans and institutional leaders, ICT support staff, teachers and students (n = 333) at the University indicate that strategic planning has proceeded well, and all the faculties of the University have developed virtual university strategies in order to continue existing ICT initiatives, to further increase the use of ICT in teaching and to assure student information literacy. The data indicate that all the faculties and institutions have monitored and reported the use of ICT in teaching, but quality assurance or enhancement as tools for monitoring were mentioned less frequently. The available ICT training was found satisfactory to meet the actual training needs of the teachers, but their lack of time was judged to be the main obstacle to their participation in it. The teachers identified two basic functions of ICT in teaching: (1) distribution of course material via the web, and (2) the creation of interactive and collaborative learning opportunities. The male teachers and students consistently estimated that their ICT skills were stronger when compared with the judgements made by female teachers and students. The teachers generally felt that the greatest problems arose from students' lack of time management skills and from deficiencies in the usability of the technology. The students did not perceive lack of time management as a problem. Rather, they experienced isolation, loneliness and the lack of practical ICT usability to be the main obstacles to learning. The teachers had a higher assessment of students' learning than the students did. The greatest difference between teachers and students concerned the contextual nature of learning in a virtual environment. The fact that the teachers' views were markedly more positive signals a distinct challenge for pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Supporting Students to Develop Collaborative Learning Skills in Technology-Based Environments (EJ746076)
Nevgi, Anne; Virtanen, Paivi; Niemi, Hannele
British Journal of Educational Technology, v37 n6 p937-947 Nov 2006
2006-11-00
Descriptors: Lifelong Learning; Online Systems; Interpersonal Competence; Self Evaluation (Individuals); Virtual Universities; Feedback; Interviews; Computer Assisted Instruction; Higher Education; Internet; Foreign Countries; Educational Technology; Cooperation; Educational Assessment; Tutoring; Technical Education
Abstract: The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web-based tool, the "IQ Team," is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, "IQ Form," developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self-evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n=259 and n=275). The online students' social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n=35) were collected in order to get users' feedback of the tool. The qualitative data consisted of interviews, open-ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint-regulated learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. How Approaches to Teaching are Affected by Discipline and Teaching Context (EJ736271)
Lindblom-Ylanne, Sari; Trigwell, Keith; Nevgi, Anne; Ashwin, Paul
Studies in Higher Education, v31 n3 p285-298 Jun 2006
2006-06-00
Descriptors: Intellectual Disciplines; College Faculty; Higher Education; Foreign Countries; Measures (Individuals); Teaching Methods; Self Efficacy; Beliefs; Teacher Attitudes; Context Effect
Abstract: Two related studies are reported in this article. The first aimed to analyse how academic discipline is related to university teachers' approaches to teaching. The second explored the effects of teaching context on approaches to teaching. The participants of the first study were 204 teachers from the University of Helsinki and the Helsinki School of Economics and Business Administration and 136 teachers from the University of Oxford and Oxford Brookes University who returned "university teaching inventories". Thus, altogether there were 340 teachers from a variety of disciplines in Finland and the UK. The second study involved only the Finnish sample. The results showed that there was systematic variation in both student- and teacher-focused dimensions of approaches to teaching across disciplines and across teaching contexts. These results confirm the relational nature of teachers' approaches to teaching and illustrate the need, in using inventories such as the Approaches to Teaching Inventory, to be explicit about the context. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. In Search of a Good Virtual Teacher. (ED448122)
Tirri, Kirsi; Nevgi, Anne
N/A
2000-09-00
Reports - Research; Speeches/Meeting Papers
Descriptors: College Faculty; College Students; Feedback; Foreign Countries; Higher Education; Internet; Open Universities; Student Attitudes; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Student Relationship; Teaching Methods; Virtual Universities
Abstract: This study examined the qualities of good virtual teachers, investigating what aspects of teaching and learning college teachers and students considered the most important in a Web-based learning environment. Participants were teachers and students who taught or studied at Helsinki Virtual Open University from 1995-99. Respondents completed mailed questionnaires that assessed how learning was tailored to meet students' individual needs and how well teachers provided personalized guidance and feedback to students. Teachers and students also wrote qualitative essays describing their ideas about good virtual teachers. Data analysis indicated that both teachers and students believed that the characteristics of a good virtual teacher were very much the same as the characteristics of an effective teacher in general (businesslike, clear in communication, friendly, easy to approach, and willing to look at students' individual differences). They believed that a good virtual teacher needed pedagogical wisdom, teaching experience, and subject matter knowledge. They considered computer skills important, though not among the top qualities of a virtual teacher. (Contains 18 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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