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[{"key": "dc.contributor.advisor", "value": "Grahn, Hilkka", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Sirkka, Inka-Maria", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2023-05-11T07:39:58Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2023-05-11T07:39:58Z", "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/123456789/86909", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Verkko-opetus, ja sit\u00e4 tarkasteleva tutkimus, on kasvanut runsaasti erityisesti viime vuosina. T\u00e4h\u00e4n ovat vaikuttaneet muun muassa COVID-19-pandemia, jonka seurauksena useat opinnot siirtyiv\u00e4t verkko-oppimisymp\u00e4rist\u00f6ihin. Vaikka voimakas siirtyminen verkko-opetukseen tapahtui ep\u00e4tavallisten olosuhteiden vuoksi, verkko-oppimisen voidaan kuitenkin n\u00e4hd\u00e4 olevan osana erilaisia opiskelun muotoja my\u00f6s tulevaisuudessa. T\u00e4st\u00e4 johtuen verkko-oppimisessa k\u00e4ytettyjen oppimisymp\u00e4rist\u00f6jen ja ty\u00f6v\u00e4lineiden, sek\u00e4 opetuksen toteutumisen tarkastelu onkin t\u00e4rke\u00e4 ja ajankohtainen tutkimuksen aihe.\nAiemman kirjallisuuden mukaan arvioinnin voidaan n\u00e4hd\u00e4 kuuluvan opettajan t\u00e4rkeimpiin toimiin, joilla voidaan tukea oppimista. T\u00e4ss\u00e4 tutkimuksessa perehdyt\u00e4\u00e4nkin arvioinnin toteutumiseen Peda.net-ymp\u00e4rist\u00f6ss\u00e4. Tutkimuksen tarkoituksena oli ensisijaisesti kartoittaa miten konstruktivistisen oppimisk\u00e4sityksen mukaiset arvioinnin tavoitteet toteutuvat Peda.net-ymp\u00e4rist\u00f6ss\u00e4. Arvioinnille m\u00e4\u00e4riteltiin kahdeksan tavoitetta konstruktivismia ja arviointia k\u00e4sittelev\u00e4\u00e4n kirjallisuuteen perustuen. N\u00e4it\u00e4 tavoitteita ovat muun muassa arvioinnin dialogisuus, autenttisuus, sek\u00e4 avoimuus ja tavoiteperustaisuus.\nTavoitteiden toteutumisen mittaamista varten laadittiin tutkimuskysely, jonka vastaajiksi etsittiin Peda.net-ymp\u00e4rist\u00f6\u00e4 k\u00e4ytt\u00e4neit\u00e4 opettajia. Kyselyss\u00e4 kartoitettiin arvioinnin tavoitteiden toteutumisen lis\u00e4ksi my\u00f6s mit\u00e4 ty\u00f6v\u00e4lineit\u00e4 opettajat k\u00e4ytt\u00e4v\u00e4t arvioinnin parissa, sek\u00e4 kokemuksia ty\u00f6v\u00e4lineiden k\u00e4yt\u00f6n helppok\u00e4ytt\u00f6isyydest\u00e4 ja hy\u00f6dyllisyydest\u00e4 teknologian hyv\u00e4ksymismalliin perustuen. Tutkimuksen hypoteeseja testattiin mm. yhden otoksen Wilcoxonin merkittyjen sijalukujen testill\u00e4 ja Friedmanin testill\u00e4, joilla tutkittiin muuttujien arvojen poikkeamista asteikon keskikohdasta, sek\u00e4 muuttujien v\u00e4list\u00e4 vertailua.\nTutkimuksen tulosten mukaan tavoitteista parhaiten Peda.net-ymp\u00e4rist\u00f6ss\u00e4 toteutuu arvioinnin avoimuus ja tavoiteperustaisuus, erityisesti arviointikriteerien saatavuuden osalta. Heikommin toteutuvien tavoitteiden voidaan n\u00e4hd\u00e4 liittyv\u00e4n laajemmin keskusteluun ja kommunikointiin, johon mahdollisesti vaikuttaa Peda.net-ymp\u00e4rist\u00f6n polkumainen rakenne. Tutkimuksen mukaan Peda.netin ty\u00f6v\u00e4lineiden voidaan n\u00e4hd\u00e4 olevan helppok\u00e4ytt\u00f6isi\u00e4 ja hy\u00f6dyllisi\u00e4 arvioinnin rakentamisen parissa ja opettajat k\u00e4ytt\u00e4v\u00e4tkin arvioinnissa monipuolisesti erilaisia ty\u00f6v\u00e4lineit\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Online learning and research looking into online learning has been growing, especially within the past few years. Among other things, the COVID-19 pandemic and the resulting transition into remote teaching and use of online learning platforms has been driving this change. Even though the move to online learning was caused by unusual circumstances, online learning will continue to exist among other delivery models of education in the future. Therefore, research into platforms and tools used in online learning, and into what teaching online looks like in practice can be considered both important and current.\nAccording to literature, assessment can be seen as one of the primary ways teachers can support learning. This thesis examines assessment on the Peda.net online learning platform. The primary purpose of the study was to map out how constructivist goals for assessment are met on the platform. Eight goals for assessment were defined based on literature focusing on constructivism and assessment. Among these goals are, for example, assessment as dialogue, transparency and openness about assessment criteria, and authenticity of assessment. \nA research survey for teachers who had used the Peda.net platform was conducted to gain knowledge of teacher\u2019s views on how well these constructivist goals were met. Additionally, the survey also included questions on which Peda.net tools teachers use when building assessment, and the perceived ease-of-use and perceived usefulness of the tools for assessment, based on the technology acceptance model. The hypotheses were tested, for example, for divergence from the middle value of the scale with one sample Wilcoxon signed-rank test, and for comparisons between variables, Friedman\u2019s test was used.\nAccording to the results, the goal of transparency and assessment being based on (established) criteria ranks is met best on the Peda.net platform, when compared to other goals, particularly for access to criteria. Lower scores were found especially with conversational and dialogic assessment, with the difficulty of navigation within the Peda.net structure possibly influencing this. Peda.net tools were found to be easy to use and useful in building assessment and teachers use a versatile assortment of different tools in assessment.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2023-05-11T07:39:58Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2023-05-11T07:39:58Z (GMT). No. of bitstreams: 0\n Previous issue date: 2023", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "92", "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.title", "value": "Konstruktivistinen arviointi Peda.net-ymp\u00e4rist\u00f6ss\u00e4", "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-202305112988", "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": "Informaatioteknologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Information Technology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Informaatioteknologia", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Information Technology", "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": "Kognitiotiede", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Cognitive Science", "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": "601", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "arviointi", "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": "oppiminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppimisymp\u00e4rist\u00f6", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "verkko-opetus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "konstruktivismi", "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": "opetusteknologia", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppilasarviointi", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "itsearviointi", "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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