31.05.2018

Publications

REFEREED ARTICLES IN SCIENTIFIC JOURNALS

  • Arvaja, M. (2018). Tensions and striving for coherence in an academic's professional identity work. Teaching in Higher Education, 23(3), 291-306. http://www.tandfonline.com/eprint/ttwbxEtR6cWsFQg9Dw5x/full
  • Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402.
  • Arvaja, M. (2015). Experiences in sense making: Health science students’ I-positioning in an online philosophy of science course. Journal of the Learning Sciences, 24(1), 137-175.
  • Arvaja, M. & Pöysä-Tarhonen, J. (2013). Tracing discursive processes of shared knowledge construction in a technology-enhanced higher education setting. Interactive Learning Environments, 21(4), 321-337.
  • Arvaja, M. (2012). Personal and shared experiences as resources for meaning making in a philosophy of science course. International Journal of Computer-Supported Collaborative Learning, 7(1), 85-108.
  • Arvaja, M., Salovaara, H., Häkkinen, P. & Järvelä, S. (2007). Combining individual and group-level perspectives for studying collaborative knowledge construction in context. Learning and Instruction, 17(4), 448-459.
  • Arvaja, M. (2007). Contextual perspective in analysing collaborative knowledge construction of two small groups in web-based discussion. International Journal of Computer-Supported Collaborative Learning, 2(2/3), 133-158.
  • Arvaja, M. (2007). Contextual resources in meaning negotiations of a student pair in a web-based history project. International Journal of Educational Research, 46(3/4), 215-228.
  • Arvaja, M., Rasku-Puttonen, H., Häkkinen, P. & Eteläpelto, A. (2003). Constructing knowledge through a role-play in a web-based learning environment. Journal of Educational Computing Research, 28(4), 319-341.
  • Arvaja, M., Häkkinen, P., Rasku-Puttonen, H & Eteläpelto, A. (2002). Social processes and knowledge building during small group interaction in a school science project. Scandinavian Journal of Educational Research, 46(2), 161-179.
  • Arvaja, M., Häkkinen, P., Eteläpelto, A. & Rasku-Puttonen, H. (2000). Collaborative processes during report writing of a science learning project: The nature of discourse as a function of task requirements. European Journal of Psychology of Education, 15(4), 455-466.
  • Hämäläinen, R. & Arvaja, M. (2009). Scripted collaboration and group-based variations in a higher education CSCL context. Scandinavian Journal of Educational Research, 53(1), 1-16.
  • Rasku-Puttonen, H., Eteläpelto, A. Arvaja, M. & Häkkinen, P. (2003). Is successful scaffolding an illusion? - Shifting patterns of responsibility and control in teacher-student interaction during a long term learning project. Instructional Science, 31(6), 377-393.
  • Rasku-Puttonen, H., Eteläpelto, A., Häkkinen, P. & Arvaja, M. (2002). Teachers' instructional scaffolding in an innovative information and communication technology-based history learning environment. Teacher Development, 6(2), 269-287.

REFEREED CHAPTERS IN INTERNATIONAL BOOKS OR CONFERENCE PROCEEDINGS

  • Öztok, M. & Arvaja, M. (2016). No one ever steps in the same discussion twice: Relationship between identities and meaning. In C-K. Looi, J. Polman, U. Cress & P. Reimann (Eds.) Transforming learning. Empowering learners. Proceedings of the 12th International Conference of the Learning Sciences (ICLS) 2016, Vol 1 (pp. 234-241). International Society of the Learning Sciences.

  • Arvaja, M. (2013). Experiences as Resources for Sense Making: Health Education Students’ I-positioning in an Online Science Philosophy Course. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 —Full Papers & Symposia (pp. 49-56). International Society of the Learning Sciences.
  • Arvaja, M. (2011). Analyzing the contextual nature of collaborative activity. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: Methods, approaches and issues (pp. 25-46). Computer-Supported Collaborative Learning Series, Vol 12. NY: Springer.
  • Arvaja, M. & Häkkinen, P. (2011). Social aspects of collaborative learning. In S. Järvelä (Ed), Social and emotional aspects of learning. (pp. 182-190). Oxford: Elsevier.
  • Arvaja, M. (2010). Building understanding of the philosophy of science through immediate and mediated resources. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell & T. Ryberg (Eds.) Proceedings of the 7th International Conference on Networked Learning 2010 (pp. 27-34).
  • Arvaja, M. & Häkkinen, P. (2010). Social aspects of collaborative learning. In P. Peterson, E. Baker & B. McGaw (Eds.) International Encyclopedia of Education. Vol 6, (pp. 685-690). Oxford: Elsevier.
  • Arvaja, M. (2008). Discursive approach for studying contexts in students’ collaborative activity. In G. Kanselaar, V. Jonker, P. A. Kirschner & F. J. Prins (Eds.), International perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the Eight International Conference for the Learning Sciences, Vol. 1 (pp. 52-59). International Society of the Learning Sciences.
  • Arvaja, M., Häkkinen, P. & Kankaanranta, M. (2008). Collaborative learning and computer-supported collaborative learning environments. In J. Voogt & G. Knezek (Eds.) International Handbook of Information Technology in Primary and Secondary Education (pp. 267-279). New York: Springer.
  • Arvaja, M., Hämäläinen, R., & Rasku-Puttonen, H. (2009). Challenges for the teacher's role in promoting productive knowledge construction in computer-supported collaborative learning contexts. In J. O. Lindberg & A. D. Olofsson (Eds.) Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery (pp. 263-280). Hersey: IGI Global.
  • Arvaja, M. & Hämäläinen, R. (2008). Collaborative knowledge construction during structured tasks in an online course at higher education context. In G. Ollington (Ed.) Teachers and teaching: Strategies, innovations and problem solving (pp. 359-376). New York: Nova Science Publishers.
  • Häkkinen, P., Arvaja, M. & Mäkitalo, K. (2004). Prerequisites for CSCL: Research approaches, methodological challenges and pedagogical development. In K. Littleton, D. Faulkner & D. Miell (Eds.) Learning to collaborate and collaborating to learn (pp. 161-175). New York: Nova Science Publishers.
  • Häkkinen, P., Arvaja, M., Hämäläinen, R. & Pöysä, J. (2010). Scripting Computer-Supported Collaborative Learning: A Review of SCORE Studies. In B. Ertl (Eds.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments. (pp.180-194). IGI Global.
  • Järvelä, S., Häkkinen, P., Arvaja, M. & Leinonen, P. (2004). Instructional support in CSCL. In P. Kirschner, R. Martens & J.-W. Strijbos (Eds.) What we know about CSCL in higher education (pp. 151-139). Kluwer Academic Publishers: Norwell, MA, USA.
  • Linnakylä, P. Kankaanranta, M. & Arvaja, M. (2000). Collaboration and authenticity in technologically enriched and virtual learning contexts. In C. Day & D. Van Veen (Eds.) Educational Research in Europe. EERA Yearbook 2000 (pp. 91-103). Leuven: Garant.
  • Valleala, U. M., Arvaja, M. & Hämäläinen, R. (2010). Towards research based online collaborative learning. In L. Chova, D. Belenguer & I. Torres (Eds.), Proceedings of EDULEARN 10 Conference 2010 (pp. 5276 - 5285).

ARTICLES IN FINNISH REFEREED JOURNALS

  • Arvaja, M. (2005). Yhteisöllinen oppiminen kouluissa kolmen tapaustutkimuksen valossa. Kasvatus, 36(5), 389-398.
  • Arvaja, M. & Laurinen, L. (1997). "Hei tuu hakeen prinsessa!" - Näyttelemisleikki tarinanymmärtämisen kehittäjänä. Kielikukko, 12(3), 28-36.
  • Rasku-Puttonen, H. Eteläpelto, A., Arvaja, M. & Häkkinen, P. (2003). Opettajan ja oppilaiden vuorovaikutus korkeatasoisen oppimisen edistäjänä innovatiivisessa oppimisympäristössä. Kasvatus, 34(1), 43-55.

ARTICLES PUBLISHED IN FINNISH EDITED BOOKS

  • Arvaja, M. & Malinen, A. (2013). Dialoginen oppiminen aikuisopiskelijan näkökulmasta. In J. T. Hakala & K. Kiviniemi (Eds.) Vuorovaikutuksen jännitteitä ja oppimisen säröjä. Aikuispedagogiikan haasteiden äärellä. Luokanopettajien aikuiskoulutuksen 25-vuotisjuhlajulkaisu. Kokkolan yliopistokeskus Chydenius, 59-72.
  • Arvaja, M. & Mäkitalo-Siegl, K. (2006).Yhteisöllisen oppimisen kognitiiviset, sosiaaliset ja kontekstuaaliset tekijät: verkkovuorovaikutuksen näkökulma. In S. Järvelä, P. Häkkinen & E. Lehtinen (Eds.) Oppimisen teoria ja teknologian opetuskäyttö. Helsinki: WSOY, 125-146.
  • Arvaja, M., Häkkinen, P., Eteläpelto, A. & Rasku-Puttonen, H. (2003). Social processes and knowledge building in project-based face-to-face and networked interactions. In J. Bopry & A. Eteläpelto (Eds.) Collaboration and Learning in Virtual Environments.
  • Arvaja, M. (1999). Sosiaaliset prosessit ja tiedonrakentaminen projektityöskentelyn aikaisessa pienryhmä- ja verkkovuorovaikutuksessa. In E. Pantzar (Ed.) Tiedosta tutkittua. Suomen Akatemian Tiedon tutkimusohjelman raportteja 3. Tampereen yliopisto: Tietoyhteiskunnan tutkimuskeskus, 145-151.
  • Häkkinen, P. & Arvaja, M. (1999). Kollaboratiivinen oppiminen teknologiaympäristöissä. In A. Eteläpelto & P. Tynjälä (Eds.) Oppiminen ja asiantuntijuus. Juva: WSOY, 206-221.
  • Rasku-Puttonen, H., Eteläpelto, A. Arvaja, M. & Häkkinen, P. (2003). Teacher’s role in supporting project-based learning in technology-supported environments. In J. Bopry & A. Eteläpelto (Eds.) Collaboration and Learning in Virtual Environments.

DOCTORAL DISSERTATION

  • Arvaja, M. (2005). Collaborative knowledge construction in authentic school contexts. University of Jyväskylä. Institute for Educational Research. Research 14.