Research-based teaching at the University: How to use groups and technology to improve learning

Anne Nevgi & Erika Löfström

Centre for Research and Development of Higher Education, Department of Education

Aleksanteri-Instituutti 16.2.2006

How we have planned to proceed

Research-based teaching – definitions Collaborative learning and group work in online learning

settings How to support collaborative learning?

IQ Team - Supports the Web group and its' students in

collaborative learning and group processes. Gives the

teacher information about the students in the group

and how they function as a team. How teachers learn to teach on virtual learning

environment – to use ICT effectively to support learning

processes Two case studies

Pedagogical training in the University of Helsinki

Centre for Reserch and Development of Higher Education

organizes and offers pedagogical courses for university teachers

and researches Level I – 10 study credits

Level II – 15 study credits

Level III – 35 study credits

active in pedagogical reserch to support teaching and learning in

higher education Scholarship of University Teaching

Development of critical thinking in higher education

Quality of Web-based learning

Research & Development Unit for Medical Education Viikki Campus Educational Development Service (VOK)

Definitions of research-based teaching

research-led students learn about research findings

content is dominated by staff research interests

information transmission is the main approach to teaching

research-oriented students learn about research processes.

both the process of knowledge creation and the learning

process are emphasized

research-based students learn as researchers through inquiry-based

activities

roles between teacher and student is minimised

Research-led teaching includes

Research staff – teaching is undertaken by researchers

who are actively researching and publishing Evidence-based teaching – teaching is based on

evidence of students’ experiences in the light of

psychological and pedagogical literature Research-based curriculum – curriculum reflects research

processes and activities (e.g. team working, giving

presentations and papers) A culture of inquiry – there are debates and discussions

within the subject discipline and pedagogical matters A community of scholars – students are inducted into the

culture and community of researches within discipline

…

Research-aligned teaching – teaching is organized by the

particular research strengths and interests of staff Teaching-led research – teaching stimulates disciplinary

researchs as ideas, theories and concepts are engaded

with critically by students (Skelton, 2005, 65)

Teaching-led research ???

Research-led teaching ???

 Learning is a social process - social and participatory learning skills

Knowledge is not an individual possession, but socially

shared and emerges from participation in sociocultural

activities (Raynolds et al 1996, 98)

Learning requires also social skills. This means that

learners will need skills which make them capable to

social interaction

A collaborative knowledge construction within a systemic

approach

Help-seeking strategies

(Niemi, Virtanen, & Nevgi 2005)

Personal

LearningEnvironment

Social

(Niemi, Virtanen, & Nevgi 2005)

Personal Social

LearningEnvironment

SelfRegulation

Metacognitive skills

Reciprocal relationships(Niemi, Virtanen, & Nevgi 2005)

LearningEnvironment

Social interdependenceMetacognitive skills

Per

Personal Social

SelfRegulation

(Niemi, Virtanen, & Nevgi 2005)

LearningEnvironment

Social SelfRegulation

Personal

InfrastructureTeaching/Learning culture

Social interdependence

Metacognitive skills

(Niemi, Virtanen, & Nevgi 2005)

 Metacognitive knowledge and skills

Metacognitive knowledge about person, task, and strategy variables and their interactions

Metacognitive judgements and monitoring activities and processes that learners use in a strategic way

while performing a task

Self-regulation the highest level of metacognitive activity

changing skills and strategies in response to new or changing

task demands.

(Niemi, Virtanen, & Nevgi 2005)

IQ Team – tool for students and teachers to improve group working skills in virtual learning environment

The Test of Group Roles Cronbach’s alpha-scores

Dimensions Data 2002N = 259

Data 2004N = 275

1. Rejecting2. Dominating3. Encouraging4. Conforming5. Sharing know-how6. Avoiding

.83

.83

.77

.72

.74

.75

.76

.68

.83

.63

.67

.69

(Niemi, Virtanen, & Nevgi 2005)

The Test of Social Interdependence Cronbach’s alpha-scores

Dimensions Data 2002N = 259

Data 2004N = 275

7. Individualistic8. Competitive9. Collaborative

.89

.80

.75

.82

.76

.75

(Niemi, Virtanen, & Nevgi 2005)

The tests of Group Processes and Knowledge Creating Cronbach’s alpha-scores

Dimensions Data 2002N = 259

Data 2004N = 275

10. Trustful atmosphere11. Goal orientation and commitment12. Innovation and Creativity13. Power of collaboration14. Differences as a resource15. Tutor/teacher as a resource

.80*

.78

.78

.87*

.64

.66

.61

.57

.51

.81

* = dimension remodified by constructing new items

(Niemi, Virtanen, & Nevgi 2005)

Correlations of the social behavior

Social Interdependence Individualistic Competitive Collaborative

Individualistic 1.00 .43** .29**

Competitive 1.00 .27**

Collaborative 1.00

Roles in groups

Rejecting -.04 .08 -.15

Dominating .20* .13 .04

Encouraging .27** .10 .29**

Conforming .04 .00 .06

Sharing .28** -.02 .35**

Avoiding -.09 .09 -.09

* = p<.05, ** = p<.001

(Niemi, Virtanen, & Nevgi 2005)

Correlations of the social behavior

Group processes Individualistic Competitive Collaborative

Trustful atmosphere .75** .41** .50**

Goal/Commitment .37** .72** .44**

Innovation .40** .29** .84**

Power of Collaboration .30** .17* .60**

Difference as a resource .34** .29** .50**

Tutor as a resource .29** .23** .29**

* = p<.05, ** = p<.001

(Niemi, Virtanen, & Nevgi 2005)

Research-based teaching at the University: How to use groups and technology to improve learning

Anne Nevgi & Erika Löfström

Centre for Research and Development of Higher Education, Department of Education

Aleksanteri-Instituutti 16.2.2006

Web-based teaching and learning

0% 100%

Contact teaching

Online learning

Mixed modes

Web-supported contact teaching

Blended web-based learning

Use of the Web

To think about…

What is your relationship to technology in teaching?

Why do you use it, or if you don’t, why not?

What is the pedagogical justification behind your choice?

Teachers’ experiences of being a student

Teachers’ pedagogical thinking

Tea

cher

s’ te

achi

ng e

xper

ienc

e

Plans for development of teachingReflective writing

Qualityteaching

Teachers’ Needs

of support

DATA

Cases on the pedagogical awareness in teachers as learners of the use of ICT in teaching

Pedagogy in University teacher’s Weblogs on developing their web-based teaching – What Matters?

Data: Teachers’ Weblog Accounts, N = 26

Meaningful Learning Ausubel 1968; Novak & Gowin 1984; Jonassen 1995; Ruokamo & Pohjolainen 1999;

Nevgi & Tirri 2003

Criteria How does the Web support it? How can you tell?

Interactivity Discussion forum Critical thinking, open-

Collaborative Mutual platforms Studying togetherlearning

Activity Interactivity Self-directedness

Constructivity Structure Combinig, comparing

Contextuality Virtual realities Problem-solving

Transfer Virtual spaces Practicing, applying

Intentionality Tools for planning Goal-oriented activity

Reflexivity Metacognitive tools Exploring own learning