The temporality of learning through the lenses of Dasein and the dialogical self

The temporality of learning has garnered attention in the last decade. Although learning is understood as a process of growth that develops over time, learning is a personal experience that does not necessarily progress in a linear fashion. It may be difficult to determine which events in learning a...

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Main Author: Peltoniemi, Aaron J.
Other Authors: Kasvatustieteiden ja psykologian tiedekunta, Faculty of Education and Psychology, Kasvatustieteiden laitos, Department of Education, Jyväskylän yliopisto, University of Jyväskylä
Format: Master's thesis
Language:eng
Published: 2021
Subjects:
Online Access: https://jyx.jyu.fi/handle/123456789/76153
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author Peltoniemi, Aaron J.
author2 Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä
author_facet Peltoniemi, Aaron J. Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä Peltoniemi, Aaron J. Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä
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description The temporality of learning has garnered attention in the last decade. Although learning is understood as a process of growth that develops over time, learning is a personal experience that does not necessarily progress in a linear fashion. It may be difficult to determine which events in learning are important and if order matters. This study aims to investigate how students interpret the order and progression of time regarding their learning as well as how Dasein and the dialogical self theory (DST) can supplement this investigation. Dasein is an existential-philosophical concept that focuses on the significance of Being or existence, whereas DST is a psychological concept that focuses on the dialogical nature of the human mind. In this study, discourse analysis was conducted using transcribed audio of 10 Finnish university students collaboratively learning in a technological learning environment. Discourse analysis was comprised of priming, layering, and coding. Priming reviewed the heuristics of discourse, layering incorporated Dasein and DST into the discourse, and coding identified temporal themes within the discourse. The results underscored that learning is not a linear process, and that mutual comprehension may be necessary in collaborative learning activities. Moreover, Dasein explained the nonlinearity of learning, whereas DST explained the discrepancy in mutual understanding of temporality. The results suggest that collaborative learning may be better achieved by orienting the self with the present context towards a future through proactive discourse. Thus, teachers may want to encourage students to plan their group learning by discussing and aligning personal goals.
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Although learning is understood as a process of growth that develops over time, learning is a personal experience that does not necessarily progress in a linear fashion. It may be difficult to determine which events in learning are important and if order matters. This study aims to investigate how students interpret the order and progression of time regarding their learning as well as how Dasein and the dialogical self theory (DST) can supplement this investigation. Dasein is an existential-philosophical concept that focuses on the significance of Being or existence, whereas DST is a psychological concept that focuses on the dialogical nature of the human mind.\n\nIn this study, discourse analysis was conducted using transcribed audio of 10 Finnish university students collaboratively learning in a technological learning environment. Discourse analysis was comprised of priming, layering, and coding. 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spellingShingle Peltoniemi, Aaron J. The temporality of learning through the lenses of Dasein and the dialogical self Dasein dialogical self theory (DST) Master's Degree Programme in Education 102 temporaalisuus oppiminen diskurssianalyysi temporality learning discourse analysis
title The temporality of learning through the lenses of Dasein and the dialogical self
title_full The temporality of learning through the lenses of Dasein and the dialogical self
title_fullStr The temporality of learning through the lenses of Dasein and the dialogical self The temporality of learning through the lenses of Dasein and the dialogical self
title_full_unstemmed The temporality of learning through the lenses of Dasein and the dialogical self The temporality of learning through the lenses of Dasein and the dialogical self
title_short The temporality of learning through the lenses of Dasein and the dialogical self
title_sort temporality of learning through the lenses of dasein and the dialogical self
title_txtP The temporality of learning through the lenses of Dasein and the dialogical self
topic Dasein dialogical self theory (DST) Master's Degree Programme in Education 102 temporaalisuus oppiminen diskurssianalyysi temporality learning discourse analysis
topic_facet 102 Dasein Master's Degree Programme in Education dialogical self theory (DST) discourse analysis diskurssianalyysi learning oppiminen temporaalisuus temporality
url https://jyx.jyu.fi/handle/123456789/76153 http://www.urn.fi/URN:NBN:fi:jyu-202106023387
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