Please use this identifier to cite or link to this item:
|Title:||Enhancing Teacher Education Students’ Collaborative Problem-Solving and Shared Regulation of Learning|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Näykki, P., Pöysä-Tarhonen, J., Järvelä, S., & Häkkinen, P. (2015). Enhancing Teacher Education Students’ Collaborative Problem-Solving and Shared Regulation of Learning In Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2. Gothenburg, Sweden: The International Society of the Learning Sciences.|
|Abstract:||This study aims to explore how collaborative problem solving (CPS) and socially shared regulation of learning (SSRL) can be enhanced in practice in a technology-rich collaborative learning context within the domain of mathematics. The participants of this study are first-year teacher education students in two Finnish universities. This paper will elaborate how collaborative problem solving (CPS) and socially shared regulation of learning (SSRL) can be supported by scripting and prompting. It is argued here that we need theory-based pedagogical designs for developing effective collaborative learning practices that aim to provide students with possibilities to experience the new collaborative, technology-rich learning culture as teachers-to-be.|
|Appears in Collections:||CSCL 2015|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.