Social Engagement in Distance, Remote, and Hybrid Learning

Peer reviewe

Social Engagement in Distance, Remote, and Hybrid Learning

Peer reviewe

Dimensions of adolescents' socio-digital participation

This investigation aimed to theoretically conceptualize the components of socio-digital participation (SDP) supported by data collected using a novel SPD-inventory as well as a semi-structured interview -tool. We carried out a pilot study in a Finnish comprehensive school with both quantitative (n=284; age 12-15) and qualitative data (n=35). We identified six conceptually separate dimensions of SDP. Social networking was conceptualized to be more likely to be friendship-driven, and, knowledge- and media-oriented as interest-driven. Academic participation was conceptualized as a separate boundary-crossing dimension between autonomous and controlled study activities. Further, we identifi ed two separate dimensions of gaming: recreational games and action and sports games. Based on the results we propose that in cultivating novel pedagogical practices, the heterogeneity should be recognized instead of onsize- fi ts-all mentality, and, further, that it is critical for the educational system to deliberately facilitate students appropriating of advanced digital practices of working with knowledge and media.This investigation aimed to theoretically conceptualize the components of socio-digital participation (SDP) supported by data collected using a novel SPD-inventory as well as a semi-structured interview -tool. We carried out a pilot study in a Finnish comprehensive school with both quantitative (n=284; age 12-15) and qualitative data (n=35). We identifi ed six conceptually separate dimensions of SDP. Social networking was conceptualized to be more likely to be friendship-driven, and, knowledge- and media-oriented as interest-driven. Academic participation was conceptualized as a separate boundary-crossing dimension between autonomous and controlled study activities. Further, we identifi ed two separate dimensions of gaming: recreational games and action and sports games. Based on the results we propose that in cultivating novel pedagogical practices, the heterogeneity should be recognized instead of onesize-fits-all mentality, and, further, that it is critical for the educational system to deliberately facilitate students appropriating of advanced digital practices of working with knowledge and media.Peer reviewe

Overcoming illiteracy through game-based learning in refugee camps and urban slums

Today 3.7 million refugee children are out of school. The ones forcibly displaced across borders are likely to remain there much of their childhoods and go through an entire school cycle in exile. Without access to quality education, these children have diminished likelihood of breaking free from circular dependency, scarcity, and marginalization. At the same time education sectors globally are adapting to the inevitable increase of digital learning. This study was motivated by the potential availability of digital education, and it argues for non-formal digital game-based learning in refugee and low-resource environments, with a special focus on early literacy. The participants (N = 359) consisted of marginalized, most vulnerable, and out-of-school children aged between 5 and 8. They participated in interventions in Pakistan and Bangladesh for 90 days, two hours a day. The children played digital learning games at their own pace following the learning goals of their national curriculums. The learning outcomes were measured using the EGRA framework. The study found that the intervention children achieved or surpassed the learning gains of a control group studying through formal education. These results suggest that digital learning games show promise for improving early grade literacy, even in low-resource contexts.Peer reviewe

Digital Engagement and Academic Functioning : A Developmental-Contextual Approach

Since the turn of the millennium, the digital revolution has opened a new layer of opportunities for adolescents to participate, create and learn. Simultaneously there has been growth in both debate and worries regarding how the intensive engagement with digital media affects students' academic performance, engagement, and school-related well-being, that is, academic functioning. Students' continuously evolving digital practices are not always in congruence with the more traditional ways of schoolwork. Students flourish and fulfill their potential when the informal and format practices of learning reach congruence, but when this is not the case, frictions can emerge. Spending time with digital media can provide new avenues for learning and development, but it can equally well divert young people from their studies or increase the daily demands. In this narrative review, we address these continuities and discontinuities between engagement with digital media and academic functioning for school-aged children and young people, focusing on meta-analyses, reviews, and key studies. Following the examination of the current literature, we conclude that, in general, the field of "digital media effects" needs to move beyond screen time and utilize the research on the students' multidimensional socio-digital engagement already conducted. Second, we conclude that the average effects of digital engagement on academic functioning are negligibly small but heterogeneous, further corroborating the claim to examine the qualitative differences in students' digital engagement, the individual differences between students, as well as the contextual interplay.Peer reviewe

School burnout trends and sociodemographic factors in Finland 2006–2019

Purpose: To identify the changes of school burnout for Finnish adolescents in lower (grades 8–9) and upper secondary schools (grades 10–11) during years 2006–2019; and to examine the associations of personal—(gender, family socioeconomic, and immigrant status) and school-related (school level, urban–rural area) sociodemographic demands and resources in school burnout. Methods: We used nationally representative data on 949,347 students in secondary school in Finland between 2006 and 2019. Generalized Linear Models were used to assess the effects of year, gender, school level, parental education, unemployment, immigrant status, and urban–rural area and the interactions of year, gender, and school level with each of the remaining sociodemographic variables on school burnout. Results: School burnout increased among girls and slightly declined among boys. The increase intensified in girls and the decline in boys stagnated after 2011. The educational level of the parents had a constant protective impact over time, the gradient for boys slightly larger compared to girls. Urban areas contributed to the trend of increasing school burnout among girls but not among boys. Parental unemployment and immigration background were associated with the increasing trend of school burnout over time, although somewhat mitigated by parental education. Conclusion: The results showed the trends in school burnout are often gendered and appeared to worsen aligned with the school budget cuts after 2011. In addition to considering school burnout related to lower parental education and urbanization, it is important to support those students in families experiencing unemployment and/or immigration, especially when concurring with lower parental education

A Two-wave Longitudinal Study of Identity Profiles Based on Eight Dimensions : Further Insight into Exploration and Commitment Quality as Well as Life Domains Central to Identity

It has been suggested that dual-cycle models of identity formation do not fit well with Erikson’s identity theory and the identity status paradigm due to 1) contradictory statuses, 2) problems with discerning past exploration and 3) ambiguity or limitations of the life domains covered. The present study extended the Dimensions for Identity Development Scale (DIDS) with three additional dimensions suggested previously, examined identity profiles and their transitions over time, their links with psychological well-being and what life domain was associated with “future plans” (N=1294; T1: age=17, 60% female; T2: age=18, 65% female). The results showed that 1) the eight-dimensional model fit the data well longitudinally; 2) six previously reported profiles emerged at both time points with expected links to psychological well-being; 3) as previously speculated, individuals in the (early) closure status had undertaken identity exploration in the past; 4) the previously encountered high commitment-high exploration status (i.e., searching moratorium) seems to be “superficially committed”; and 5) future plans are commonly associated with work life/occupation. Future research would benefit from employing qualitative research to better understand the subjective meanings attached to high commitment-high exploration and by developing new ways to account for quality and different levels of commitment.Peer reviewe

The Benefits of a Social and Emotional Learning Program for Norwegian Teachers

Social and emotional learning (SEL) is promoted by offering teachers’ SEL workshops worldwide. However, little is known about their short-term and long-term outcomes. We explored how teachers benefit from Lions Quest (Mitt Valg in Norwegian) training in the short and long term in Norway. The development of teachers was investigated by exploring their perceived importance and sense of competence in teaching SEL during an almost two-year period. The development of their students’ SEL was explored as well. Imputed values from the intervention group (n = 247) and the comparison group (n = 47) were used in analysing teachers’ short and long-term outcomes. Students’ intervention group consisted of 112 students and the comparison group consisted of 53 students. Data were collected from the teachers three times and from the students two times via Likert-scale questionnaires. The results indicated that the teachers felt to be more competent in teaching SEL after their Lions Quest (Mitt Valg) teacher training. This trend appeared to be continuing in the long run. Students’ SEL among the intervention group slightly increased whereas SEL among the comparison group decreased during their teachers' training. Lions Quest (Mitt Valg) intervention appeared to improve teachers’ sense of competence to teach SEL at school. In addition, findings showed that teachers were willing to implement LQ as part of their teaching.Peer reviewe

Lukiolaisten hyvinvointi vaatii toimenpiteitä

Lukiolaisbarometri 2019: Artikkelikokoelma (https://www.otus.fi/julkaisu/lukiolaisbarometri-2019/#Lukiolaisbarometri%202019%20%20-artikkelikokelma