Papers by Pirjo Vuoskoski
This chapter will illustrate a combination of problem-based learning (PBL), information and commu... more This chapter will illustrate a combination of problem-based learning (PBL), information and communication technologies (ICT), and leadership in the context of health care education. It is argued that they form a coherent alliance that meets the challenges of education and leadership in health care. The topic and the research questions have emerged from expanding criticism against traditional educational programmes, and our own experiences of the research and development work in the context of problem-based pedagogy and the use of information and communication technologies in Finnish higher education.
This chapter explores through two Finnish case studies the use of problem-based learning to provi... more This chapter explores through two Finnish case studies the use of problem-based learning to provide a creative learning environment. In the first case, online supervision and collaboration during clinical placement of students in a problem-based physiotherapy course were carried out in the virtual learning environment Moodle and using the desktop conferencing tool Marratech. The second case examined business students’ perception of the usefulness of pre-tutorial discussion conducted asynchronously in a discussion forum and in Wiki, both built into the Moodle environment, in constructing students’ individual and group knowledge bases. The results of both cases show benefits as well as challenges in facilitating computer-supported collaboration and learning. The lessons learned from the case studies and the implications are discussed.
Product or company names used in this set are for identification purposes only. Inclusion of the ... more Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.
Aineiston perusteella fysioterapeuttiopiskelijoista muodostettiin neljä ongelmaperustaisen oppimi... more Aineiston perusteella fysioterapeuttiopiskelijoista muodostettiin neljä ongelmaperustaisen oppimisen tyyppiä: vastuullinen sitoutuja, realistinen sopeutuja, sopeutumisen tavoittelija ja riippuva tukeutuja. Vastuullinen sitoutuja on tyytyväinen ongelmaperustaiseen oppimisympä- ...
The research interest, in this PhD study, lies in the experiences of others, the lived-through st... more The research interest, in this PhD study, lies in the experiences of others, the lived-through student assessment experiences related to work-placements. The adoption of phenomenological attitude and reduction, in this study, provides access to the experience of another, using language as a medium for accessing the situation of the other retrospectively, and describing it as presented directly to the consciousness of the researcher. It is there, within the consciousness of that experience that the essential structure appears as a ‘phenomenon’.
The participants of the study were sixteen undergraduate physiotherapy students. The raw data consisted of audible expressions of the participants’ retrospective descriptions about aspects of living through the work-placement assessment process. After transcribing the audible expressions, verbatim, into individually constituted descriptions of the lived-through experiences, the researcher, within the attitude of phenomenological scientific reduction and an educational perspective, analyzed the material according to the descriptive phenomenological method developed by Amedeo Giorgi on the basis of the phenomenological philosophy and method of Edmund Husserl. The findings and implications of the study hence account for the results of a second-order description by the researcher, based on the adoption of the phenomenological attitude and reduction, the method of free imaginative variation, and the use of intentional (signifying-fulfilling-identifying) acts of consciousness. The applied phenomenological analysis consisted of five steps: (1) going through the concrete descriptions in order to get a sense of the whole, (2) constituting meaning units within the descriptions, (3) transforming the meaning units into phenomenologically and educationally sensitive expressions, (4) synthesizing the transformed meaning units into one unifying structure, and (5) determining variations and dynamics among the key constituents that comprised the structure.
The phenomenological analysis of the data showed that a distinguishable chain of events could be discerned, that the participants identified positively and/or negatively meaningful experiences in assessment, carrying a great deal of personal and educational significance for the student. What constitute the most essential aspect of the living through of the educationally meaningful assessment experience, in this study, are the intention of the student to obtain self-knowledge through assessment encounters, and the sense of fulfillment of that self-interest.
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Papers by Pirjo Vuoskoski
The participants of the study were sixteen undergraduate physiotherapy students. The raw data consisted of audible expressions of the participants’ retrospective descriptions about aspects of living through the work-placement assessment process. After transcribing the audible expressions, verbatim, into individually constituted descriptions of the lived-through experiences, the researcher, within the attitude of phenomenological scientific reduction and an educational perspective, analyzed the material according to the descriptive phenomenological method developed by Amedeo Giorgi on the basis of the phenomenological philosophy and method of Edmund Husserl. The findings and implications of the study hence account for the results of a second-order description by the researcher, based on the adoption of the phenomenological attitude and reduction, the method of free imaginative variation, and the use of intentional (signifying-fulfilling-identifying) acts of consciousness. The applied phenomenological analysis consisted of five steps: (1) going through the concrete descriptions in order to get a sense of the whole, (2) constituting meaning units within the descriptions, (3) transforming the meaning units into phenomenologically and educationally sensitive expressions, (4) synthesizing the transformed meaning units into one unifying structure, and (5) determining variations and dynamics among the key constituents that comprised the structure.
The phenomenological analysis of the data showed that a distinguishable chain of events could be discerned, that the participants identified positively and/or negatively meaningful experiences in assessment, carrying a great deal of personal and educational significance for the student. What constitute the most essential aspect of the living through of the educationally meaningful assessment experience, in this study, are the intention of the student to obtain self-knowledge through assessment encounters, and the sense of fulfillment of that self-interest.
The participants of the study were sixteen undergraduate physiotherapy students. The raw data consisted of audible expressions of the participants’ retrospective descriptions about aspects of living through the work-placement assessment process. After transcribing the audible expressions, verbatim, into individually constituted descriptions of the lived-through experiences, the researcher, within the attitude of phenomenological scientific reduction and an educational perspective, analyzed the material according to the descriptive phenomenological method developed by Amedeo Giorgi on the basis of the phenomenological philosophy and method of Edmund Husserl. The findings and implications of the study hence account for the results of a second-order description by the researcher, based on the adoption of the phenomenological attitude and reduction, the method of free imaginative variation, and the use of intentional (signifying-fulfilling-identifying) acts of consciousness. The applied phenomenological analysis consisted of five steps: (1) going through the concrete descriptions in order to get a sense of the whole, (2) constituting meaning units within the descriptions, (3) transforming the meaning units into phenomenologically and educationally sensitive expressions, (4) synthesizing the transformed meaning units into one unifying structure, and (5) determining variations and dynamics among the key constituents that comprised the structure.
The phenomenological analysis of the data showed that a distinguishable chain of events could be discerned, that the participants identified positively and/or negatively meaningful experiences in assessment, carrying a great deal of personal and educational significance for the student. What constitute the most essential aspect of the living through of the educationally meaningful assessment experience, in this study, are the intention of the student to obtain self-knowledge through assessment encounters, and the sense of fulfillment of that self-interest.