Predicting Academic Achievement With Students' Learning Diary and Epistemic Beliefs

Epistemic cognition has been found to positively predict academic achievement. However, measuring epistemic cognition has proved to be problematic. In the last decade, learning analytics has emerged as a field of study and practice with new means to collect data on different types of psychological constructs. This study focuses on a learning analytics tool, a structured learning diary, and its connections with self-reported epistemic beliefs. Connections between these and academic achievement are investigated at four temporal measurement points. The first aim was to test which measures of the diary tool correlated with academic achievement. The second aim was to test epistemic beliefs' correlation with academic achievement. Models of linear regression were then designed and tested at different times. The results show that we should collect student-originated behaviour data for the best predictive power and connect that with independent psychological measures.Epistemic cognition has been found to positively predict academic achievement. However, measuring epistemic cognition has proved to be problematic. In the last decade, learning analytics has emerged as a field of study and practice with new means to collect data on different types of psychological constructs. This study focuses on a learning analytics tool, a structured learning diary, and its connections with self-reported epistemic beliefs. Connections between these and academic achievement are investigated at four temporal measurement points. The first aim was to test which measures of the diary tool correlated with academic achievement. The second aim was to test epistemic beliefs' correlation with academic achievement. Models of linear regression were then designed and tested at different times. The results show that we should collect student-originated behaviour data for the best predictive power and connect that with independent psychological measures.Peer reviewe

"Replacing Teachers? Doubt it." : Practitioners' Views on Adaptive Learning Technologies' Impact on the Teaching Profession

Novel learning technologies have potential in reshaping the teaching profession by automating some parts of the work. However, teachers' perspectives towards automation have generally been critical. In the present study, we examine Finnish education practitioners’ thoughts on adaptive learning technologies and their impact on the teaching profession. Using thematic and epistemic network analysis (ENA), we analyzed 114 social media posts. Supportive posts connected technological capabilities and self-directed or self-regulated learning, emphasizing that technology can also guide and support students. Critical posts connected human presence, educational arrangements, and pupil diversity and equality, emphasizing the importance of teachers’ presence in addressing pupils’ varying needs. Overall, the role of a human teacher was seen as necessary even with adaptive learning technologies available. Our findings reveal themes relevant when discussing the development of adaptive learning technologies and their potential impact on the teaching profession. Moreover, our findings increase the understanding of how supportive and critical argumentation on technology differ.Peer reviewe

Finnish Education Professionals’ Thoughts on Adaptive Learning Technologies

With the rapidly increased use of digital technologies in education due to the COVID-19 pandemic, it is important to discuss these technologies’ impact on the teaching profession. Using thematic analysis and epistemic network analysis (ENA), we analyzed 114 social media posts by Finnish education professionals commenting on an opinion piece about technology partly taking responsibilities usually attributed to a teacher. Out of the analyzed posts, 32 were supportive, 30 ambivalent, and 52 critical towards the presented scenario. The epistemic network analysis graphs showed some differences between posts with a different attitude. Supportive posts, on average emphasized technological capabilities and their connections with teacher workload and self-directed/self-regulated learning. In comparison, the critical posts on average emphasized human presence and its connections with pupil diversity and technological capability. Our findings both reveal the relevant themes in the discussion about technologies’ impact on the teaching profession and underline the differences in supportive and critical argumentation.Peer reviewe

Sodan kuolemankulttuurin ja tunteenkäsittelyn historiaa

Ilona Kemppainen, Isänmaan uhrit. Sankarikuolema Suomessa toisen maailmansodan aikana, Bibliotheca Historica102. Suomalaisen Kirjallisuuden Seura, Helsinki 2006

Taistelun ja tappion näyt : Kesän 1944 kokemushistoria suomalaisissa painajaisissa ja elokuvissa

Peer reviewe

Sodan traumasta ja muistamisesta

Väitöslektio Åbo Akademin humanistisessa tiedekunnassa 17.6.2013

Holokaustin kulttuurihistoriaa

Arvosteltu teos: Kirjoitettu vaino : selviytymiskeinot juutalaisvainoista nuorten naisten päiväkirjoissa 1940-luvun Ranskassa ja Alankomaissa / Anna-Leena Perämäki. Turku : Turun yliopisto, 2020