Miika Marttunen
Biographic Data
| ID | 6522390 |
|---|---|
| NAME | Miika Marttunen |
| GIVEN NAMES | Miika |
| FAMILY NAME | Marttunen |
| SIGNATURE | MARTTUNEN M |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-4554-9764 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Qualitative Study on Variation in the Written Argumentation of Finnish Final‐Stage Undergraduate Students
Higher education students need generic skills such as written argumentation to succeed in their studies and in modern working life. However, research has shown that some students struggle with these skills even at later stages of higher education. We examined Finnish final‐stage undergraduate students' argumentative texts ( n = 200). Qualitative content analysis was used to analyse the quality of written argumentation and its variation between st…
Student groups evaluating their group work and learning of critical online reading
The study examined student groups’ (n = 72) self-evaluations of their group work and their learning of critical online reading during an inquiry task. The analyses focused on aspects of critical online reading, describing group work practices, and evaluating them. For learning critical online reading, the most often mentioned aspects were sources, perspectives, and author; corroboration and evidence were mentioned the least. About half of the gro…
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most
Sourcing - identifying, evaluating, and using information about the sources of information - assists readers in determining what to trust when seeking information on the Internet. To survive in the post-truth era, students should be equipped with sufficient sourcing skills. This study investigated the efficacy of a teacher-led intervention aimed at fostering upper secondary school students’ ( N = 365) sourcing during online inquiry. The intervent…
Supporting university students’ argumentative source-based writing
Argumentative writing from sources is a literacy practice that students commonly find challenging. The present article reports a descriptive study where students’ source-based writing in small groups was supported with either print-based or digital scaffolding. Students analyzed source texts given to them and used their analysis to compose a position paper on a controversial educational topic. Position papers were analyzed for depth and breadth o…
Students’ Interpretations of a Persuasive Multimodal Video About Vaccines
The present study investigated students’ ( N = 404) interpretations of the main message and use of modes in a persuasive multimodal video on vaccines. It also examined whether students’ topic knowledge, language arts grades, and self-identified gender were associated with their interpretations. Students analyzed a YouTube video in which two entertainers demonstrated the importance of vaccinating children. Students’ interpretations of the usefulne…
Students' abilities to evaluate the credibility of online texts
Previous evaluation studies have rarely used authentic online texts and investigated upper secondary school students' use of evaluation criteria and deep reasoning. The associations between internet‐specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents. This study investigated upper secondary school students' ( N = 372) abilities to evaluate self‐selected authentic …
Student evaluations of the credibility and argumentation of online sources
This study investigated upper secondary school students’ skills in evaluating the credibility and argumentative content of a blog text and a YouTube video. Both sources concerned child vaccination, the blog text opposing and the YouTube video supporting it. Students rated each source as credible, fairly credible or non-credible, justified their ratings, and analyzed the argumentation of both sources. Their justifications were analyzed for trustwo…
Promoting sixth graders’ credibility evaluation of Web pages
Validation of a modified version of the Experiences of Teaching and Learning Questionnaire
Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving
This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 …
No prominent works on this page.
Online and face-to-face role-play simulations in promoting social work students’ argumentative problem solving
This paper reports on a teaching experiment in which social work students (n=38) practiced problem solving through argumentative tasks. A teaching experiment was carried out at a Mikkeli University of Applied Sciences in Finland in connection with a course concerning preventative work against alcohol- and drug abuse. This quasi- experimental study investigated whether role-play simulation conducted either online (15 students) or face-to-face (14 …
Validation of a modified version of the Experiences of Teaching and Learning Questionnaire
Promoting sixth graders’ credibility evaluation of Web pages
Students’ Interpretations of a Persuasive Multimodal Video About Vaccines
The present study investigated students’ ( N = 404) interpretations of the main message and use of modes in a persuasive multimodal video on vaccines. It also examined whether students’ topic knowledge, language arts grades, and self-identified gender were associated with their interpretations. Students analyzed a YouTube video in which two entertainers demonstrated the importance of vaccinating children. Students’ interpretations of the usefulne…
Students' abilities to evaluate the credibility of online texts
Previous evaluation studies have rarely used authentic online texts and investigated upper secondary school students' use of evaluation criteria and deep reasoning. The associations between internet‐specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents. This study investigated upper secondary school students' ( N = 372) abilities to evaluate self‐selected authentic …
Student evaluations of the credibility and argumentation of online sources
This study investigated upper secondary school students’ skills in evaluating the credibility and argumentative content of a blog text and a YouTube video. Both sources concerned child vaccination, the blog text opposing and the YouTube video supporting it. Students rated each source as credible, fairly credible or non-credible, justified their ratings, and analyzed the argumentation of both sources. Their justifications were analyzed for trustwo…
Supporting university students’ argumentative source-based writing
Argumentative writing from sources is a literacy practice that students commonly find challenging. The present article reports a descriptive study where students’ source-based writing in small groups was supported with either print-based or digital scaffolding. Students analyzed source texts given to them and used their analysis to compose a position paper on a controversial educational topic. Position papers were analyzed for depth and breadth o…
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most
Sourcing - identifying, evaluating, and using information about the sources of information - assists readers in determining what to trust when seeking information on the Internet. To survive in the post-truth era, students should be equipped with sufficient sourcing skills. This study investigated the efficacy of a teacher-led intervention aimed at fostering upper secondary school students’ ( N = 365) sourcing during online inquiry. The intervent…
Student groups evaluating their group work and learning of critical online reading
The study examined student groups’ (n = 72) self-evaluations of their group work and their learning of critical online reading during an inquiry task. The analyses focused on aspects of critical online reading, describing group work practices, and evaluating them. For learning critical online reading, the most often mentioned aspects were sources, perspectives, and author; corroboration and evidence were mentioned the least. About half of the gro…
A Qualitative Study on Variation in the Written Argumentation of Finnish Final‐Stage Undergraduate Students
Higher education students need generic skills such as written argumentation to succeed in their studies and in modern working life. However, research has shown that some students struggle with these skills even at later stages of higher education. We examined Finnish final‐stage undergraduate students' argumentative texts ( n = 200). Qualitative content analysis was used to analyse the quality of written argumentation and its variation between st…
Mathematics education (9 works) · Psychology (9 works) · Computer Science (7 works) · Educational Strategies and Epistemologies (7 works) · Argumentative (5 works) · World Wide Web (5 works) · Argumentation theory (4 works) · Credibility (4 works) · Education and Critical Thinking Development (4 works) · Discourse Analysis in Language Studies (3 works)