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[{"key": "dc.contributor.advisor", "value": "Pitk\u00e4nen-Huhta, Anne", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Matikainen, Samuli", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2022-06-23T04:40:06Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2022-06-23T04:40:06Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2022", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/81994", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Kun opetus alkoi palaamaan Covid-19 pandemian j\u00e4lkeen et\u00e4opetuksesta l\u00e4hiopetukseen syyslukukaudella 2021 ja kev\u00e4tlukukaudella 2022, tarjoutui mahdollisuus vertailla opiskelijoiden emotionaalista kokemusta eri opetusmuodoissa. Koska opiskelijoilla oli viimeaikaisia kokemuksia sek\u00e4 l\u00e4hi- ett\u00e4 et\u00e4opetuksesta, pystyttiin samojen opiskelijoiden kokemuksia molemmista opetusmuodoista k\u00e4ytt\u00e4m\u00e4\u00e4n vertailukohtana. Emootioita on tutkittu hyvin v\u00e4h\u00e4n et\u00e4opetuskontekstissa, vaikka niiden vaikutukset oppimiseen ja opiskelun mielekkyyteen voivat olla merkitt\u00e4vi\u00e4. Koska et\u00e4opetus eri muodoissaan on hyvin k\u00e4yt\u00e4nn\u00f6llist\u00e4, on sen hy\u00f6dynt\u00e4minen tulevaisuuden opetusmetodina hyvin todenn\u00e4k\u00f6ist\u00e4. Siksi onkin t\u00e4rke\u00e4\u00e4 selvitt\u00e4\u00e4 sen erilaisia vaikutuksia oppimiseen. \n\nTutkielman tavoitteena oli selvitt\u00e4\u00e4, mill\u00e4 tavoin opiskelijat ovat kokeneet emotionaaliset erot l\u00e4hi- ja et\u00e4opetuksessa, sek\u00e4 mitk\u00e4 tekij\u00e4t eroihin ovat vaikuttaneet. Lis\u00e4ksi selvitettiin, mill\u00e4 tavoin opiskelijoiden emootiot eroavat esitelmi\u00e4 pit\u00e4ess\u00e4 eri opetusmuodoissa. Esitelm\u00e4t valittiin vertailuun, sill\u00e4 t\u00e4m\u00e4 antoi mahdollisuuden verrata emootioita tilanteessa, joka sis\u00e4lt\u00e4\u00e4 toistuvuutta l\u00e4pi kurssien. Tutkimus toteutettiin kyselylomakkeella, joka sis\u00e4lsi sek\u00e4 Likert-v\u00e4itt\u00e4mi\u00e4, ett\u00e4 avoimia kysymyksi\u00e4. Numeerinen data jokaisesta Likert-v\u00e4itt\u00e4m\u00e4st\u00e4 analysoitiin yksitellen ja opiskelijoiden asenteista pyrittiin l\u00f6yt\u00e4m\u00e4\u00e4n teemoja. N\u00e4m\u00e4 teemat yhdistettiin avoimien kysymysten vastausten kanssa, jotka analysoitiin temaattisella analyysill\u00e4. T\u00e4m\u00e4 mahdollisti numeerisen datan taustalla olevien tekij\u00f6iden tunnistamisen. \n\nTutkimuksesta saadut tulokset osoittivat, ett\u00e4 l\u00e4hiopetuksessa oppimiskokemus on keskim\u00e4\u00e4rin positiivisempi kuin et\u00e4opetuksessa. Oppimiskokemus ei siit\u00e4 huolimatta ole et\u00e4opetuksessa kaikkien opiskelijoiden mielest\u00e4 my\u00f6sk\u00e4\u00e4n negatiivisempi, vaan emootiot saattavat olla kokonaisuudessaan laimeampia. Siin\u00e4 miss\u00e4 l\u00e4hiopetuksessa korostuivat ilo ja parempi keskittyminen, et\u00e4opetuksessa korostuivat rentous ja tylsyys. Positiivista et\u00e4opetuksessa oli yleisesi v\u00e4hempi hermostuneisuus ja ahdistuneisuus. Sama tulos koski my\u00f6s esitelmien pit\u00e4mist\u00e4. Lis\u00e4ksi et\u00e4opetuksessa oli selvi\u00e4 k\u00e4yt\u00e4nn\u00f6n etuja, kuten v\u00e4hentyneet matkat ja aikatauluttamisen vaikeudet.\n\nTutkimus osoitti my\u00f6s, ett\u00e4 muiden fyysinen l\u00e4sn\u00e4olo sek\u00e4 fyysinen luentosali ovat taustatekij\u00f6it\u00e4, jotka vaikuttavat emootioiden eroihin eri opetusmuodoissa. Sosiaaliset kontaktit, muiden l\u00e4sn\u00e4olo, sek\u00e4 yhteis\u00f6llisyys vaikuttavat positiivisesti opiskelijoiden oppimiskokemukseen. Toisaalta muiden l\u00e4sn\u00e4olo voimistaa my\u00f6s negatiivisia tunteita, kuten ahdistuneisuutta, niiden ilmaantuessa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2022-06-23T04:40:06Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2022-06-23T04:40:06Z (GMT). No. of bitstreams: 0\n Previous issue date: 2022", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "49", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.title", "value": "Language students\u2019 perceptions of emotional differences in contact and distance learning", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": 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