Tuire Palonen | University of Turku (original) (raw)
Papers by Tuire Palonen
Metacognition and Learning, 2006
The aim of this study was to examine metacognition in computer-supported collaborative problem so... more The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.
lancs.ac.uk
Proceedings of the 7th International Conference on Networked Learning 2010, Edited by: Dirckinck-... more Proceedings of the 7th International Conference on Networked Learning 2010, Edited by: Dirckinck-Holmfeld L, Hodgson V, Jones C, de Laat M, McConnell D & Ryberg T ... Magical expertise: An analysis of Finland's national ... School of Applied Educational Science and ...
Journal of Educational Computing Research, 2003
In this study we analyzed and described how students and teacher of one Finnish elementary class ... more In this study we analyzed and described how students and teacher of one Finnish elementary class participated in and communicated through CSILE (Computer Supported Intentional Learning Environment) during the years 1997-1998. To this end, we examined the density of the interaction within class, students' participation rates, students' position in the CSILE mediated network of interaction, and the quality of their discourse. The data consisted of CSILE log files and students' written productions from the CSILE database. Social network analysis and qualitative content analysis were used to analyze the data. The findings showed that the density of interaction among participants was rather high, and all the students used CSILE to some extent. There were, however, substantial differences in the students' participation rates. The results also indicated that one student occupied a central position, and two students an isolated position in the CSILE mediated interaction. The study further revealed that the CSILE mediated discussion was composed of number of short discussion threads. The culture of CSILE mediated discourse and collaboration can be defined as follows; on topic, neutral, and providing information to others comments or questions.
Behaviour & Information Technology, 2007
The aim of the study was to investigate the challenges that relate to the implementation of virtu... more The aim of the study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N=14) and teachers (N= 7) completed group inquiries through virtual collaboration, using a Web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the Web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The Web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.
Metacognition and Learning, 2006
The aim of this study was to examine metacognition in computer-supported collaborative problem so... more The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.
Friendship and peer acceptance contribute uniquely to positive social and emotional adjustment wh... more Friendship and peer acceptance contribute uniquely to positive social and emotional adjustment whereas low status within the peer group has been found to produce rejection, loneliness and harassment. We have studied how the exclusionary ties and friendship ties are distributed among first grade pupils in the classroom. The basic question was whether girls' and boys' networks are different from each other in regards to the density and centrality of the ties. Further, the size of the class and the effect of the level of multicultural heterogeneity to the tie distribution were studied. All analyses were made at class level. Surprisingly, no remarkable differences were found. The size of the class was found as an important factor influencing on the amount of exclusionary ties. The multicultural heterogeneity did not either have big influence on the composition of different types of social ties. The sample is large (738 children, 50 school classes) and therefore, the results can be generalized to similar cultural environments.
The purpose of the chapter is to analyse networked expertise, ie expertise that arises from socia... more The purpose of the chapter is to analyse networked expertise, ie expertise that arises from social interaction, knowledge sharing, and collective learning within a community of professionals. Since utilization of the experiences of others is an important resource of learning, it is ...
From a perspective of research on expertise we argue that the analysis of practice and of the gro... more From a perspective of research on expertise we argue that the analysis of practice and of the growth of social networks is a promising approach to assessing indicators of high ability. Both groups of variables jointly predict how subjects master critical changes or transitional periods in their careers. Although expert performance is frequently an individual matter, the development of expertise crucially depends on the presence of "persons in the shadow" who design practice patterns, direct the subjects' deliberate practice, and motivate them (often extrinsically). We present detailed analyses from the cases of highly successful professionals -a jazz guitarist, a consultant and a scientist -in order to show how individual and social aspects are combined in early expertise development. Thus, these aspects form the crucial components which have to be considered in the assessment of high abilities if an expertise approach is taken.
Scandinavian Journal of Educational Research, 2012
The focus of our study is social status among first graders. In particular, we will consider the ... more The focus of our study is social status among first graders. In particular, we will consider the relationship between acceptance and rejection, and how these are connected to three social behavioral traits: bullying, victimization, and social withdrawal. The data set is from peer nominations of 748 children from 49 classrooms in the southwest of Finland, collected by interviews. A Social Network Analysis technique was used to analyze the data. The results indicated a negative correlation between acceptance and rejection, bullying, and social withdrawal, but did not correlate victimization. Positive correlations, however, were observed between rejection and all social behavioral traits. Based on cluster analysis, the first graders can be divided into Liked Children (N = 447), Popular Bullies (N = 68), Unpopular Bullies (N = 28), Marginalized Children (N = 135) and High Risk Children (N = 21). All Unpopular Bullies and almost all High Risk children were boys. Boys were also nominated more often than girls as Popular Bullies, whilst girls were more often reported as marginalized or as Liked Children.
Journal of Educational Computing Research, 2003
In this study we analyzed and described how students and teacher of one Finnish elementary class ... more In this study we analyzed and described how students and teacher of one Finnish elementary class participated in and communicated through CSILE (Computer Supported Intentional Learning Environment) during the years 1997-1998. To this end, we examined the density of the interaction within class, students' participation rates, students' position in the CSILE mediated network of interaction, and the quality of their discourse. The data consisted of CSILE log files and students' written productions from the CSILE database. Social network analysis and qualitative content analysis were used to analyze the data. The findings showed that the density of interaction among participants was rather high, and all the students used CSILE to some extent. There were, however, substantial differences in the students' participation rates. The results also indicated that one student occupied a central position, and two students an isolated position in the CSILE mediated interaction. The study further revealed that the CSILE mediated discussion was composed of number of short discussion threads. The culture of CSILE mediated discourse and collaboration can be defined as follows; on topic, neutral, and providing information to others comments or questions.
International Journal of Educational Research, 2008
Computers & Education, 2008
The purpose of the present study was to examine the network structure of a teacher community in r... more The purpose of the present study was to examine the network structure of a teacher community in relation to their use of information and communication technology (ICT). The participants in the study were the 33 members of the teacher community of an upper comprehensive school from a suburban area of Helsinki, Finland. The methodology of the study was social network analysis. The participants were asked to assess their networking relations according to the following five dimensions: (1) providing technical advice regarding ICT, (2) providing pedagogical advice for using ICT, (3) collaboration regarding web-based learning, (4) acquiring new knowledge or ideas of web-based learning, and (5) informal interaction between the members of the community. The results indicated that there were a few central actors in the community who dominated technical and pedagogical knowledge exchange and to whom their colleagues actively turned when seeking advice. Two of the cognitively central actors represented hybrid expertise, a characteristic of which was to merge technological and pedagogical expertise in using ICT in education. These actors also tended to have their own external networking relations that helped them keep up their high level of competence. The participants' ICT-related egocentric networks differed in size and density. There were some actors central in the network of informal interaction that were, simultaneously, peripheral in ICT-related networking activities. On the other hand, the central actors of ICT were not necessarily the socially central persons in the community. Four patterns of networking were identified in the analysis; The Counsellor offers advice actively without seeking information herself from colleagues; The Inquirer is an active seeker of ICT-related information capitalizing on her social relations; The Collaborator engages in collaborative efforts of web-based learning by using several media; and The Weakly Social prefers media rather than face-to-face contacts in his information seeking.
Scandinavian Journal of Educational Research, 2012
This article explores the networking roles and practices of special educators with the methods of... more This article explores the networking roles and practices of special educators with the methods of social network analysis. This multiple case study included three special educators in a Finnish part-time special education context. The results revealed that although the special educators had central positions in the formal teacher communities as knowledge sources and collaborators, they were at the periphery of the informal teacher communities. Moreover, the special educators' networking practices involved activating various outside professional relationships that provided expert resources needed in their profession. It was concluded that the special educators may be characterized as relational experts who, according to our evidence, work in the boundary zones between school communities and other organizations and have hybridized special education-related professional networks.
The purpose of the study was to analyze patterns of elementary school students' peer interaction ... more The purpose of the study was to analyze patterns of elementary school students' peer interaction in a computer-supported classroom. The problem addressed in the study was whether students representing different level of school achievement and gender would productively participate in progressive discourse. Technological infrastructure of the study was provided by the Computer-Supported Collaborative Learning Environments (CSILE) The study applied social network analysis to investigate written comments logged by 28 grade 5/6 students to CSILE's database. The study indicated that although the density of interactions within the CSILE class was rather high, there were large individual differences in regard to participation in CSILE-mediated discourse. Further, the analysis revealed that average-and high-achieving female students dominated discourse interaction within the CSILE class, and carried the main responsibility for all students' collaborative building of knowledge. An important characteristic of CSILE students' culture of interaction was that female and male students interacted mainly within their respective gender groups. Within the groups a significant amount of communication took place between students representing different achievement levels. It is concluded that social network analysis provided new information about patterns and structures of CSILE students' interaction culture that would have been very difficult to obtain by any other means.
Scandinavian Journal of Educational Research, 2011
This article explores the networking roles and practices of special educators with the methods of... more This article explores the networking roles and practices of special educators with the methods of social network analysis. This multiple case study included three special educators in a Finnish part-time special education context. The results revealed that although the special educators had central positions in the formal teacher communities as knowledge sources and collaborators, they were at the periphery of the informal teacher communities. Moreover, the special educators' networking practices involved activating various outside professional relationships that provided expert resources needed in their profession. It was concluded that the special educators may be characterized as relational experts who, according to our evidence, work in the boundary zones between school communities and other organizations and have hybridized special education-related professional networks.
Vocations and Learning
The purpose of the present investigation was to examine young diplomats’ socialization to the pro... more The purpose of the present investigation was to examine young diplomats’ socialization to the professional expert culture of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service in the diplomatic corps. Using social network analysis, we analyzed departments’ internal social structures, prevailing social relations, and the young diplomats’ role and position in the networks of knowledge acquisition, practical know-how, and professional collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis were used to characterize the young diplomats’ personal social support networks, resources obtained, as well as associated reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated that across the six-month training period, the young diplomats became involved to the workplace communities’ networked expertise and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences between levels of collective operational practices in the workplace communities as well as the nature of assignments in which the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction between expansive natures of young diplomats’ workplace communities as learning environments.
Computers & Education, 2003
The purpose of the study was to analyze how intensively female and male students participate in d... more The purpose of the study was to analyze how intensively female and male students participate in discourse interaction within two computer-supported classrooms. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments (CSILE). The study was carried out by qualitatively analyzing written notes logged by two grade 5/6 classes to CSILE's database over one academic year. The results of the study indicate that only one of the classrooms engaged in a progressive discourse focused on collaborative advancement of explanation whereas the other classroom performed more traditional learning tasks. Female students participated most actively in the progressive-discourse classroom whereas male students dominated discourse interaction in the other class, but the reasons for this are subject to debate. The investigators argue that the use of new technology should be thoroughly subsumed under pedagogical goals in order to facilitate female students' participation in computer-supported learning. #
Metacognition and Learning, 2006
The aim of this study was to examine metacognition in computer-supported collaborative problem so... more The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.
lancs.ac.uk
Proceedings of the 7th International Conference on Networked Learning 2010, Edited by: Dirckinck-... more Proceedings of the 7th International Conference on Networked Learning 2010, Edited by: Dirckinck-Holmfeld L, Hodgson V, Jones C, de Laat M, McConnell D & Ryberg T ... Magical expertise: An analysis of Finland's national ... School of Applied Educational Science and ...
Journal of Educational Computing Research, 2003
In this study we analyzed and described how students and teacher of one Finnish elementary class ... more In this study we analyzed and described how students and teacher of one Finnish elementary class participated in and communicated through CSILE (Computer Supported Intentional Learning Environment) during the years 1997-1998. To this end, we examined the density of the interaction within class, students' participation rates, students' position in the CSILE mediated network of interaction, and the quality of their discourse. The data consisted of CSILE log files and students' written productions from the CSILE database. Social network analysis and qualitative content analysis were used to analyze the data. The findings showed that the density of interaction among participants was rather high, and all the students used CSILE to some extent. There were, however, substantial differences in the students' participation rates. The results also indicated that one student occupied a central position, and two students an isolated position in the CSILE mediated interaction. The study further revealed that the CSILE mediated discussion was composed of number of short discussion threads. The culture of CSILE mediated discourse and collaboration can be defined as follows; on topic, neutral, and providing information to others comments or questions.
Behaviour & Information Technology, 2007
The aim of the study was to investigate the challenges that relate to the implementation of virtu... more The aim of the study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N=14) and teachers (N= 7) completed group inquiries through virtual collaboration, using a Web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the Web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The Web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.
Metacognition and Learning, 2006
The aim of this study was to examine metacognition in computer-supported collaborative problem so... more The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.
Friendship and peer acceptance contribute uniquely to positive social and emotional adjustment wh... more Friendship and peer acceptance contribute uniquely to positive social and emotional adjustment whereas low status within the peer group has been found to produce rejection, loneliness and harassment. We have studied how the exclusionary ties and friendship ties are distributed among first grade pupils in the classroom. The basic question was whether girls' and boys' networks are different from each other in regards to the density and centrality of the ties. Further, the size of the class and the effect of the level of multicultural heterogeneity to the tie distribution were studied. All analyses were made at class level. Surprisingly, no remarkable differences were found. The size of the class was found as an important factor influencing on the amount of exclusionary ties. The multicultural heterogeneity did not either have big influence on the composition of different types of social ties. The sample is large (738 children, 50 school classes) and therefore, the results can be generalized to similar cultural environments.
The purpose of the chapter is to analyse networked expertise, ie expertise that arises from socia... more The purpose of the chapter is to analyse networked expertise, ie expertise that arises from social interaction, knowledge sharing, and collective learning within a community of professionals. Since utilization of the experiences of others is an important resource of learning, it is ...
From a perspective of research on expertise we argue that the analysis of practice and of the gro... more From a perspective of research on expertise we argue that the analysis of practice and of the growth of social networks is a promising approach to assessing indicators of high ability. Both groups of variables jointly predict how subjects master critical changes or transitional periods in their careers. Although expert performance is frequently an individual matter, the development of expertise crucially depends on the presence of "persons in the shadow" who design practice patterns, direct the subjects' deliberate practice, and motivate them (often extrinsically). We present detailed analyses from the cases of highly successful professionals -a jazz guitarist, a consultant and a scientist -in order to show how individual and social aspects are combined in early expertise development. Thus, these aspects form the crucial components which have to be considered in the assessment of high abilities if an expertise approach is taken.
Scandinavian Journal of Educational Research, 2012
The focus of our study is social status among first graders. In particular, we will consider the ... more The focus of our study is social status among first graders. In particular, we will consider the relationship between acceptance and rejection, and how these are connected to three social behavioral traits: bullying, victimization, and social withdrawal. The data set is from peer nominations of 748 children from 49 classrooms in the southwest of Finland, collected by interviews. A Social Network Analysis technique was used to analyze the data. The results indicated a negative correlation between acceptance and rejection, bullying, and social withdrawal, but did not correlate victimization. Positive correlations, however, were observed between rejection and all social behavioral traits. Based on cluster analysis, the first graders can be divided into Liked Children (N = 447), Popular Bullies (N = 68), Unpopular Bullies (N = 28), Marginalized Children (N = 135) and High Risk Children (N = 21). All Unpopular Bullies and almost all High Risk children were boys. Boys were also nominated more often than girls as Popular Bullies, whilst girls were more often reported as marginalized or as Liked Children.
Journal of Educational Computing Research, 2003
In this study we analyzed and described how students and teacher of one Finnish elementary class ... more In this study we analyzed and described how students and teacher of one Finnish elementary class participated in and communicated through CSILE (Computer Supported Intentional Learning Environment) during the years 1997-1998. To this end, we examined the density of the interaction within class, students' participation rates, students' position in the CSILE mediated network of interaction, and the quality of their discourse. The data consisted of CSILE log files and students' written productions from the CSILE database. Social network analysis and qualitative content analysis were used to analyze the data. The findings showed that the density of interaction among participants was rather high, and all the students used CSILE to some extent. There were, however, substantial differences in the students' participation rates. The results also indicated that one student occupied a central position, and two students an isolated position in the CSILE mediated interaction. The study further revealed that the CSILE mediated discussion was composed of number of short discussion threads. The culture of CSILE mediated discourse and collaboration can be defined as follows; on topic, neutral, and providing information to others comments or questions.
International Journal of Educational Research, 2008
Computers & Education, 2008
The purpose of the present study was to examine the network structure of a teacher community in r... more The purpose of the present study was to examine the network structure of a teacher community in relation to their use of information and communication technology (ICT). The participants in the study were the 33 members of the teacher community of an upper comprehensive school from a suburban area of Helsinki, Finland. The methodology of the study was social network analysis. The participants were asked to assess their networking relations according to the following five dimensions: (1) providing technical advice regarding ICT, (2) providing pedagogical advice for using ICT, (3) collaboration regarding web-based learning, (4) acquiring new knowledge or ideas of web-based learning, and (5) informal interaction between the members of the community. The results indicated that there were a few central actors in the community who dominated technical and pedagogical knowledge exchange and to whom their colleagues actively turned when seeking advice. Two of the cognitively central actors represented hybrid expertise, a characteristic of which was to merge technological and pedagogical expertise in using ICT in education. These actors also tended to have their own external networking relations that helped them keep up their high level of competence. The participants' ICT-related egocentric networks differed in size and density. There were some actors central in the network of informal interaction that were, simultaneously, peripheral in ICT-related networking activities. On the other hand, the central actors of ICT were not necessarily the socially central persons in the community. Four patterns of networking were identified in the analysis; The Counsellor offers advice actively without seeking information herself from colleagues; The Inquirer is an active seeker of ICT-related information capitalizing on her social relations; The Collaborator engages in collaborative efforts of web-based learning by using several media; and The Weakly Social prefers media rather than face-to-face contacts in his information seeking.
Scandinavian Journal of Educational Research, 2012
This article explores the networking roles and practices of special educators with the methods of... more This article explores the networking roles and practices of special educators with the methods of social network analysis. This multiple case study included three special educators in a Finnish part-time special education context. The results revealed that although the special educators had central positions in the formal teacher communities as knowledge sources and collaborators, they were at the periphery of the informal teacher communities. Moreover, the special educators' networking practices involved activating various outside professional relationships that provided expert resources needed in their profession. It was concluded that the special educators may be characterized as relational experts who, according to our evidence, work in the boundary zones between school communities and other organizations and have hybridized special education-related professional networks.
The purpose of the study was to analyze patterns of elementary school students' peer interaction ... more The purpose of the study was to analyze patterns of elementary school students' peer interaction in a computer-supported classroom. The problem addressed in the study was whether students representing different level of school achievement and gender would productively participate in progressive discourse. Technological infrastructure of the study was provided by the Computer-Supported Collaborative Learning Environments (CSILE) The study applied social network analysis to investigate written comments logged by 28 grade 5/6 students to CSILE's database. The study indicated that although the density of interactions within the CSILE class was rather high, there were large individual differences in regard to participation in CSILE-mediated discourse. Further, the analysis revealed that average-and high-achieving female students dominated discourse interaction within the CSILE class, and carried the main responsibility for all students' collaborative building of knowledge. An important characteristic of CSILE students' culture of interaction was that female and male students interacted mainly within their respective gender groups. Within the groups a significant amount of communication took place between students representing different achievement levels. It is concluded that social network analysis provided new information about patterns and structures of CSILE students' interaction culture that would have been very difficult to obtain by any other means.
Scandinavian Journal of Educational Research, 2011
This article explores the networking roles and practices of special educators with the methods of... more This article explores the networking roles and practices of special educators with the methods of social network analysis. This multiple case study included three special educators in a Finnish part-time special education context. The results revealed that although the special educators had central positions in the formal teacher communities as knowledge sources and collaborators, they were at the periphery of the informal teacher communities. Moreover, the special educators' networking practices involved activating various outside professional relationships that provided expert resources needed in their profession. It was concluded that the special educators may be characterized as relational experts who, according to our evidence, work in the boundary zones between school communities and other organizations and have hybridized special education-related professional networks.
Vocations and Learning
The purpose of the present investigation was to examine young diplomats’ socialization to the pro... more The purpose of the present investigation was to examine young diplomats’ socialization to the professional expert culture of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service in the diplomatic corps. Using social network analysis, we analyzed departments’ internal social structures, prevailing social relations, and the young diplomats’ role and position in the networks of knowledge acquisition, practical know-how, and professional collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis were used to characterize the young diplomats’ personal social support networks, resources obtained, as well as associated reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated that across the six-month training period, the young diplomats became involved to the workplace communities’ networked expertise and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences between levels of collective operational practices in the workplace communities as well as the nature of assignments in which the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction between expansive natures of young diplomats’ workplace communities as learning environments.
Computers & Education, 2003
The purpose of the study was to analyze how intensively female and male students participate in d... more The purpose of the study was to analyze how intensively female and male students participate in discourse interaction within two computer-supported classrooms. Technical infrastructure for the study was provided by the Computer-Supported Intentional Learning Environments (CSILE). The study was carried out by qualitatively analyzing written notes logged by two grade 5/6 classes to CSILE's database over one academic year. The results of the study indicate that only one of the classrooms engaged in a progressive discourse focused on collaborative advancement of explanation whereas the other classroom performed more traditional learning tasks. Female students participated most actively in the progressive-discourse classroom whereas male students dominated discourse interaction in the other class, but the reasons for this are subject to debate. The investigators argue that the use of new technology should be thoroughly subsumed under pedagogical goals in order to facilitate female students' participation in computer-supported learning. #