Jyväskylän yliopisto

SUB-STUDIES

Participant profiles during collaborative essay writing among university students

Miika Marttunen, assistant professor; miika.marttunen[at]edu.jyu.fi
Leena Laurinen, professor; leena.laurinen[at]edu.jyu.fi

During collaborative essay writing participants have to verbalize their thoughts and negotiate different suggestions concerning the content and structure of the text. When co-constructing the text students make several aspects of the writing process visible. This study clarifies 1) what is the quality of the students’ collaborative discussions and 2) what sort of participant profiles did emerge during students’ collaboration.

Network tools to support collaborative argumentation

Timo Salminen, MEd, PhD-student; timo.salminen[at]edu.jyu.fi

Supervisors: Professor Leena Laurinen and assistant professor Miika Marttunen, University of Jyväskylä

This study investigates secondary school students’ collaborative interaction the aim of which is both at learning argumentation skills (learn to argue) and at learning study contents through argumentation (arguing to learn). The study focuses particularly on computer-supported collaborative learning by integrating different network tools suitable for collaboration. The study focuses more closely on the following themes: argumentation diagrams in promoting students’ collaborative learning, the quality of argumentation during students’ dyadic debates, reciprocal interaction in collaborative learning, and the quality of students’ argumentation through different computer chat facilities.

Argumentation and argument visualisation in promoting strategic reading and decision-making

Carita Kiili, MEd, PhD-student; carita.kiili[at]edu.jyu.fi

Supervisors: Professor Leena Laurinen and assistant professor Miika Marttunen, University of Jyväskylä

The main purpose of this sub-study is twofold: to increase our knowledge of the Internet-reading process of upper secondary school students and to design a teaching experiment to support students’ Internet-reading. Firstly, the study focuses on clarifying how students search, process, evaluate, and modify information when using Internet as a source for an essay. Secondly, the study focuses particularly on collaborative reading the purpose of which is to identify and process arguments from multiple sources. The aim of the study is to clarify whether the construction of an argument graph during gathering of source material on the Internet improves the quality of students’ strategic reading and argumentative writing.

Argumentation in studying problem-solving skills in social work education in Finnish Polytechnics

Kati Vapalahti, MEd, PhD-student; sari.vapalahti[at]edu.jyu.fi

Supervisors: Professor Leena Laurinen and assistant professor Miika Marttunen, University of Jyväskylä

This study aims at developing and investigating argumentative and collaborative study methods for social work education in polytechnics in order to scaffold social work students’ argumentative problem-solving skills. These skills are needed in social work when various complicated social problems should be solved through argumentative discussions. The study focuses, first, on pedagogical online and face-to-face macro-scripts in order to support argumentation in studying social issues, and second, on effects of argumentative online and face-to-face role play methods on learning argumentative problem-solving skills.


Learning through collaborative writing

Minna Pulkkinen, MEd, PhD-student; minna.pulkkinen[at]edu.jyu.fi

Supervisors: Professor Leena Laurinen and assistant professor Miika Marttunen, University of Jyväskylä

This study investigates how university students discuss when they engage in collaborative writing. The study focuses particularly on small group interaction. The main research question is: how do the quality of interaction and learning environment (face-to-face and computer-based) relate to the quality of texts the students write collaboratively in small groups. The study focuses on the following themes: collaborative learning, interaction, learning environments, collaborative writing, sub-processes during collaborative writing and types of activities during the writing process.