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[{"key": "dc.contributor.advisor", "value": "Huovinen, Terhi", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Ek, Eino", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Eerola, Anna", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2023-04-18T07:02:35Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2023-04-18T07:02:35Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2023", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/86395", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Kev\u00e4\u00e4ll\u00e4 2020 suomalaisessa kouluj\u00e4rjestelm\u00e4ss\u00e4 siirryttiin et\u00e4opetukseen koronaviruspandemian vuoksi. Koska Suomessa ei ole aiemmin j\u00e4rjestetty laajamittaista liikunnan et\u00e4opetusta, on sen tutkiminen aiheellista. T\u00e4ss\u00e4 tutkielmassa selvitettiin erilaisia liikunnan et\u00e4opetuksessa k\u00e4ytettyj\u00e4 vuorovaikutuskanavia sek\u00e4 opettajan ja oppilaan v\u00e4lisen vuorovaikutuksen mahdollisuuksia ja rajoitteita.\n\nTutkimusaineisto ker\u00e4ttiin puolistrukturoidulla teemahaastattelulla kev\u00e4\u00e4n 2020 aikana. Haastatteluihin osallistui viisi miest\u00e4 ja seitsem\u00e4n naista, eli yhteens\u00e4 12 henkil\u00f6\u00e4. Haastateltavat ty\u00f6skenteliv\u00e4t liikunnanopettajina yl\u00e4koulussa, lukiossa tai ammatillisessa oppilaitoksessa eri puolilla Suomea. Aineisto k\u00e4siteltiin aineistol\u00e4ht\u00f6isell\u00e4 sis\u00e4ll\u00f6nanalyysill\u00e4.\n\nTuloksissa nousi esiin useita erilaisia opettajan ja oppilaiden vuorovaikutuksen mahdollistavia kanavia, joita opettajat hy\u00f6dynsiv\u00e4t ja k\u00e4yttiv\u00e4t et\u00e4opetusjakson aikana. Suosituimmat vuorovaikutuksen kanavat olivat Classroom ja Wilma. Oppilaat palauttivat teht\u00e4v\u00e4ns\u00e4 ja olivat muulla tavoin vuorovaikutuksessa opettajiinsa suurimmaksi osaksi kirjallisten, kuva- sek\u00e4 videopalautusten kautta. Lis\u00e4ksi opettajat nostivat esiin erilaisia oppilaan yksil\u00f6llisen huomioimisen tapoja et\u00e4opetuksen aikana. Opettajan ja oppilaiden v\u00e4linen vuorovaikutus liikunnan et\u00e4opetuksen aikana oli tutkimustulosten mukaan p\u00e4\u00e4osin haastavaa. Et\u00e4opetuksessa vuorovaikutusta eniten rajoittaviksi tekij\u00f6iksi mainittiin oppilaiden haluttomuus ja heikko motivaatio vuorovaikutukseen ja ty\u00f6skentelyyn, tekniset ongelmat sek\u00e4 itsens\u00e4 kuvaamisen ep\u00e4miellytt\u00e4vyys. Opettajien vuorovaikutusta rajoittivat eniten et\u00e4opetuksen ty\u00f6l\u00e4ys ja ty\u00f6ajan rajaamisen haasteet. Toisaalta et\u00e4opetus lis\u00e4si my\u00f6s oppilaiden autonomiaa ja mahdollisti erityisesti hiljaisempien oppilaiden aktiivisemman osallistumisen. Vapaus ulkopuolisista rajoitteista n\u00e4ytti lis\u00e4\u00e4v\u00e4n aktiivisuutta introverteilla oppilailla. Et\u00e4opetuksen aikana opettaja pystyi my\u00f6s huomioimaan oppilaat paremmin yksil\u00f6tasolla sek\u00e4 antamaan ja vastaanottamaan palautetta, mink\u00e4 koettiin vahvistavan opettaja-oppilassuhdetta.\n\nTulevaisuudessa on t\u00e4rke\u00e4\u00e4, ett\u00e4 et\u00e4opetusta voidaan j\u00e4rjest\u00e4\u00e4 niin, ett\u00e4 se tukee taitojen oppimisen lis\u00e4ksi my\u00f6s oppilaan vuorovaikutustaitoja parhaalla mahdollisella tavalla. Liikunnan et\u00e4opetuksessa on t\u00e4rke\u00e4\u00e4, ett\u00e4 vuorovaikutuksen mahdollisuuksia saadaan hy\u00f6dynnetty\u00e4 ja rajoitteita karsittua mahdollisimman paljon.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "In the spring of 2020, the Finnish school system started using distance learning due to the coronavirus pandemic. Since a large-scale distance learning in physical education has not been previously organized in Finland, the research is justified. In this study, various interaction channels were mapped during distance learning and the possibilities and limitations of interaction between teacher and student were studied.\n\nThe research data was collected through a semi-structured thematic interview during spring 2020. Five male and seven female physical education teachers participated in the interviews, i.e. a total of 12 people. The interviewees worked as physical education teachers in middle school, high school or vocational educational institution in different parts of Finland. The data was processed with data-based content analysis.\n\nThe results revealed several different channels enabling teacher-student interaction, which the teachers utilized and used during the distance education period. The most popular channels of interaction used by the teachers were Classroom and Wilma. The students returned their assignments and interacted with their teachers in other ways, mostly through written, picture and video feedback. In addition, the teachers highlighted different ways of paying individual attention to the student during distance learning. Overall, according to the research results, the interaction between the teacher and students during distance learning was mostly challenging. The most limiting factors for interaction were students' reluctance and weak motivation to interact and work, technical problems and the uncomfortable feeling of filming oneself in distance learning. The teachers' interaction was limited the most by the workload of distance education and the challenges of limiting working hours. On the other hand, distance learning also increased students' autonomy and enabled more active participation particularly of quieter students. Freedom from external constraints seems to be a significant increaser of activity in introverted students. During distance learning, the teacher was also able to pay more attention to the students on an individual level and to give and receive feedback, which was felt to strengthen the relationship between the teacher and the student.\n\nAs distance education becomes more common, it is important that it also supports the student's interaction skills in the best possible way. In distance education in physical education, it is important to use the opportunities for interaction and to reduce the limitations as much as possible.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2023-04-18T07:02:35Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2023-04-18T07:02:35Z (GMT). No. of bitstreams: 0\n Previous issue date: 2023", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "81", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "liikunnanopetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Opettajan ja oppilaiden v\u00e4linen vuorovaikutus liikunnan et\u00e4opetuksessa covid-19-pandemian aikana", "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": "URN:NBN:fi:jyu-202304182519", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.copyright", "value": "\u00a9 The Author(s)", "language": null, "element": "rights", "qualifier": "copyright", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "lukio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "COVID-19", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "et\u00e4opetus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "vuorovaikutus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppilaat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opetus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opettajat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koululiikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opettaja-oppilassuhde", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "yl\u00e4koulu", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}]
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