Challenges and Affordances for Self-regulated Learning and Classroom Dialogue in Open Learning Environments (SCOLE)
Main funder
Funder's project number: 318077
Funds granted by main funder (€)
- 232 426,00
Funding program
Project timetable
Project start date: 01/09/2018
Project end date: 31/12/2021
Summary
This research project will contribute to the field of classroom interaction and learning research by investigating theoretical facilitators, in particular, students’ self- and co-regulated learning competencies and teacher and peer scaffolding, as contributors to productive collaborative classroom dialogue in both naturally evolving interactions in open learning environments at primary schools and in a participatory intervention design using scripting as a way of scaffolding. In addition, a central goal is to develop a systematic, comprehensive coding scheme for analysis of naturally emerging collaborative dialogues.
Principal Investigator
Primary responsible unit
Follow-up groups
Related publications and other outputs
- Kohti oppimista : pienryhmien kokoonpanoista neuvotteleminen alakoulun avointen oppimisympäristöjen oppitunneilla (2024) Toivainen, Janita; et al.; A1; OA
- Merkityksellisiä kohtaamisia uudenlaisissa oppimisympäristöissä (2023) Niemi, Kreeta; A3; 978-952-7411-22-3
- Turning social inclusion into exclusion during collaborative between students with and without SEN (2023) Niemi, Kreeta; et al.; A1; OA
- Embodied and affective negotiation over spatial and epistemic group territories among school-children : (Re)producing moral orders in open learning environments (2022) Niemi, Kreeta; et al.; A1; OA
- Opening up learning environments : liking school among students in reformed learning spaces (2022) Niemi, Kreeta; et al.; A1; OA
- ‘The best guess for the future?’ : Teachers’ adaptation to open and flexible learning environments in Finland (2021) Niemi, Kreeta; A1; OA
