Laura Hirsto
Biographic Data
| ID | 1500749 |
|---|---|
| NAME | Laura Hirsto |
| GIVEN NAMES | Laura |
| FAMILY NAME | Hirsto |
| SIGNATURE | HIRSTO L |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-8963-3036 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Key elements in successful educational development projects – core processes and experienced support
Blended learning and flipped classrooms are becoming more common in higher education institutions, but changes in pedagogy may require wider changes within an organisation. The aim of this study is to explore the elements of support and resources during teachers’ participation in an educational development project; the factors affecting development work and the elements needed for more successful development work. Interviews were conducted with t…
Higher education and the flipped classroom approach
Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its ben…
Machinic assemblages—The role of school policies in producing children's sense of agency
This paper presents an account of how children's sense of agency is produced in machinic assemblages. The ethnographic data used in this study originated in one elementary school classroom. By utilising children's own expressions of their agency and by examining the machinic assemblages in which these expressions were produced, we demonstrate that school policies are not merely a background for schools' mundane practices. Rather, when combined wi…
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understan…
Preliminary evidence of key factors in successful flipping
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, wh…
Teachers’ Learning Profiles in Learning Programming
Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of un…
How Can Flipped Classroom Approach Support the Development of University Students’ Working Life Skills?—University Teachers’ Viewpoint
Higher education students need both generic skills and field-specific knowledge in order to cope with the diverse demands of working life. The aim of this study was to gain a better understanding of the development of university students’ working life skills and of how these skills can be developed in learning environments utilizing the flipped classroom approach. The focus was on the experiences and thoughts of higher education teachers concerni…
How do learning environment experiences relate to personal worldviews among the students of theology
The aim of this paper is to investigate Finnish theology students’ experiences of the learning environment provided by their faculty in relation to their personal worldview. Previous research has shown that theology students deal with the fundamental spiritual and religious questions in their learning processes both before and during their studies, irrespective of their career goals or professional orientation. This study was conducted among seco…
Introduction to religions and world views creating purpose and meaning for learning
The topic of this special issue is ‘Religions and worldviews creating purpose and meaning for learning’. Scholars such as Noddings (1993) and Nash (2002) have called for increased attention to issu
Personal goals and academic achievement among theology students
Studying in higher education requires long‐term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work‐life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related to academic achievement during their first three years at university. Personal project analysis was u…
Students' approaches to learning and their experiences of the teaching-learning environment in different disciplines
BackgroundThere is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment.AimThe overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different disciplines. More precisely, the aim was to cluster students on the basis of their scores on different it…
Motivational Approaches to the Study of Theology in Relation to Spirituality
This study concerns the relationship between motivational approaches to the study of theology and spirituality. The motivational approaches expressed by students are considered in terms of reasons for choosing theology as a field of study, and these factors are compared to dimensions of spiritual sensitivity. A total of 137 first-year students completed a questionnaire covering their motives for enrolling in the Faculty of Theology and their spir…
Students' approaches to learning and their experiences of the teaching-learning environment in different disciplines
BackgroundThere is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment.AimThe overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different disciplines. More precisely, the aim was to cluster students on the basis of their scores on different it…
Motivational Approaches to the Study of Theology in Relation to Spirituality
This study concerns the relationship between motivational approaches to the study of theology and spirituality. The motivational approaches expressed by students are considered in terms of reasons for choosing theology as a field of study, and these factors are compared to dimensions of spiritual sensitivity. A total of 137 first-year students completed a questionnaire covering their motives for enrolling in the Faculty of Theology and their spir…
Personal goals and academic achievement among theology students
Studying in higher education requires long‐term commitment. Previous studies have shown that commitment, perceived competence, intrinsic motivation and work‐life orientation are positively related to academic achievement. This study examines the kinds of goals theology students have at the beginning of studies, and whether these goals are related to academic achievement during their first three years at university. Personal project analysis was u…
Students' approaches to learning and their experiences of the teaching-learning environment in different disciplines
BackgroundThere is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment.AimThe overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different disciplines. More precisely, the aim was to cluster students on the basis of their scores on different it…
How do learning environment experiences relate to personal worldviews among the students of theology
The aim of this paper is to investigate Finnish theology students’ experiences of the learning environment provided by their faculty in relation to their personal worldview. Previous research has shown that theology students deal with the fundamental spiritual and religious questions in their learning processes both before and during their studies, irrespective of their career goals or professional orientation. This study was conducted among seco…
Introduction to religions and world views creating purpose and meaning for learning
The topic of this special issue is ‘Religions and worldviews creating purpose and meaning for learning’. Scholars such as Noddings (1993) and Nash (2002) have called for increased attention to issu
How Can Flipped Classroom Approach Support the Development of University Students’ Working Life Skills?—University Teachers’ Viewpoint
Higher education students need both generic skills and field-specific knowledge in order to cope with the diverse demands of working life. The aim of this study was to gain a better understanding of the development of university students’ working life skills and of how these skills can be developed in learning environments utilizing the flipped classroom approach. The focus was on the experiences and thoughts of higher education teachers concerni…
Teachers’ Learning Profiles in Learning Programming
Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of un…
Preliminary evidence of key factors in successful flipping
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, wh…
Higher education and the flipped classroom approach
Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its ben…
Machinic assemblages—The role of school policies in producing children's sense of agency
This paper presents an account of how children's sense of agency is produced in machinic assemblages. The ethnographic data used in this study originated in one elementary school classroom. By utilising children's own expressions of their agency and by examining the machinic assemblages in which these expressions were produced, we demonstrate that school policies are not merely a background for schools' mundane practices. Rather, when combined wi…
Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning
This study explores pre-service teachers' (PSTs') ways of understanding, observing, and supporting self-regulated learning (SRL). The implementation of an open-ended questionnaire (N = 118) was followed by a qualitative analysis based on Zimmerman's SRL framework. The PSTs reflected on their understanding of the phases of SRL: forethought, performance, and reflection. The PSTs demonstrated a theoretical understanding of SRL but a weaker understan…
Key elements in successful educational development projects – core processes and experienced support
Blended learning and flipped classrooms are becoming more common in higher education institutions, but changes in pedagogy may require wider changes within an organisation. The aim of this study is to explore the elements of support and resources during teachers’ participation in an educational development project; the factors affecting development work and the elements needed for more successful development work. Interviews were conducted with t…
Psychology (11 works) · Mathematics education (8 works) · Pedagogy (6 works) · Online and Blended Learning (5 works) · Social Psychology (5 works) · Sociology (5 works) · Computer Science (4 works) · Higher education (4 works) · Innovative Teaching Methods (4 works) · Flipped Classroom (3 works)