Terje Väljataga
Biographic Data
| ID | 6674885 |
|---|---|
| NAME | Terje Väljataga |
| GIVEN NAMES | Terje |
| FAMILY NAME | Väljataga |
| SIGNATURE | VÄLJATAGA T |
| AFFILIATIONS | Tallinn University |
| ORCID | 0000-0001-8109-0674 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Evaluating cognitive complexity and knowledge gain on learning designs with immersive technology
The increasing use of immersive and hybrid digital technologies in practice-based e-learning raises questions about cognitive complexity and its influence on learning outcomes. While immersive technologies such as virtual reality (VR), augmented reality (AR) and AI-supported simulations offer rich experiential affordances, they may also introduce cognitive overload when multiple design elements are combined. In this study, immersive learning is c…
Educational learning lab supporting innovation adoption in vocational education
This article explores the implementation and sustainability of innovative educational practices in a joint collaborative research project involving Estonia and Lithuania. Four interventions following the Educational Learning Lab approach were designed to counteract drop-out from vocational education and training for young people at risk of social exclusion. The study investigates the conditions for vocational teachers' knowledge appropriation lea…
Understanding the roles of positive school culture and climate in supporting students’ wellbeing in vocational schools
This qualitative study investigates how vocational teachers and support staff in Estonia perceive their roles in promoting student well-being. Through group interviews with 16 participants from vocational schools across the country, thematic analysis was conducted. During the analysis, patterns emerged that were closely linked to the aspects of school culture and climate. School culture is conceptualized as shared values and traditions, while sch…
Educational transitions of At-risk vocational students as a boundary-crossing practice
This study focuses on educational transitions, barriers and opportunities of vocational students at risk of dropping out of education and training. The frame of ‘boundary crossing’ has been applied when conceptualising the transitions between general education and vocational education and between school and work environments. We base our arguments on the analysis of qualitative semi-structured interviews with 20 Estonian vocational students. Two …
What kind of learning designs do practitioners create for mobile learning? Lessons learnt from two in‐the‐wild case studies
Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model‐based learning analytics
Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion
The article explores the experiences of youth at risk for social exclusion and is part of cross-national research involving Norway, Lithuania, Estonia, and Latvia. 79 young people aged 16–29 who are at risk of becoming economically and socially marginalised were interviewed about circumstances that may support or hinder their participation and learning in VET. The study draws on sociocultural theory, emphasising learning as participation in socia…
Asking meaningful questions in digital outdoor learning tool - a way to support conceptual change
When teaching about complex phenomena (e.g. concepts related to the natural environment), good quality questioning could lead to a more profound conceptual change. However, asking questions that help students to construct new knowledge is a challenge for many educators. To help promote better questioning, we analyzed the kind of questions (N = 3168) educators used in “trails” in a digital outdoor learning tool “Discovery Trail” designed for suppo…
Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying
The use of self-directed learning (SDL) is an increasingly widespread trend in schools, although its core—the student’s attentional capability for multi-level processing—to construct relevant concepts and at the same time to keep in mind the needed sub-items, while also directing one’s own learning, has not been thoroughly investigated. We examined autonomous learning outdoors in small groups with 122 school students aged 14–16 years (the period …
Designing learning experiences for outdoor hybrid learning spaces
With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to des…
Modeling the personal adult learner: The concept of PLE re-interpreted
This paper argues for conceptualizing the notion of personal learning environments in higher education from an explicit adult education perspective that emphasizes the realization, re-instrumentation, and integration of learning activity in the wider context of adult life. It discusses and re-interprets an existing proposal for modeling “the personal learner” on the basis of the Viable System Model in this context and provides an empirical illust…
Learning design and learning analytics in mobile and ubiquitous learning: A systematic review
Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of le…
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Modeling the personal adult learner: The concept of PLE re-interpreted
This paper argues for conceptualizing the notion of personal learning environments in higher education from an explicit adult education perspective that emphasizes the realization, re-instrumentation, and integration of learning activity in the wider context of adult life. It discusses and re-interprets an existing proposal for modeling “the personal learner” on the basis of the Viable System Model in this context and provides an empirical illust…
Learning design and learning analytics in mobile and ubiquitous learning: A systematic review
Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of le…
Differences in Self-Directed Learning: Middle-School Students’ Autonomous Outdoor Studying
The use of self-directed learning (SDL) is an increasingly widespread trend in schools, although its core—the student’s attentional capability for multi-level processing—to construct relevant concepts and at the same time to keep in mind the needed sub-items, while also directing one’s own learning, has not been thoroughly investigated. We examined autonomous learning outdoors in small groups with 122 school students aged 14–16 years (the period …
Designing learning experiences for outdoor hybrid learning spaces
With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to des…
Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model‐based learning analytics
Participation and learning in Vocational education and training - a cross-national analysis of the perspectives of youth at risk for social exclusion
The article explores the experiences of youth at risk for social exclusion and is part of cross-national research involving Norway, Lithuania, Estonia, and Latvia. 79 young people aged 16–29 who are at risk of becoming economically and socially marginalised were interviewed about circumstances that may support or hinder their participation and learning in VET. The study draws on sociocultural theory, emphasising learning as participation in socia…
Asking meaningful questions in digital outdoor learning tool - a way to support conceptual change
When teaching about complex phenomena (e.g. concepts related to the natural environment), good quality questioning could lead to a more profound conceptual change. However, asking questions that help students to construct new knowledge is a challenge for many educators. To help promote better questioning, we analyzed the kind of questions (N = 3168) educators used in “trails” in a digital outdoor learning tool “Discovery Trail” designed for suppo…
Educational transitions of At-risk vocational students as a boundary-crossing practice
This study focuses on educational transitions, barriers and opportunities of vocational students at risk of dropping out of education and training. The frame of ‘boundary crossing’ has been applied when conceptualising the transitions between general education and vocational education and between school and work environments. We base our arguments on the analysis of qualitative semi-structured interviews with 20 Estonian vocational students. Two …
What kind of learning designs do practitioners create for mobile learning? Lessons learnt from two in‐the‐wild case studies
Educational learning lab supporting innovation adoption in vocational education
This article explores the implementation and sustainability of innovative educational practices in a joint collaborative research project involving Estonia and Lithuania. Four interventions following the Educational Learning Lab approach were designed to counteract drop-out from vocational education and training for young people at risk of social exclusion. The study investigates the conditions for vocational teachers' knowledge appropriation lea…
Understanding the roles of positive school culture and climate in supporting students’ wellbeing in vocational schools
This qualitative study investigates how vocational teachers and support staff in Estonia perceive their roles in promoting student well-being. Through group interviews with 16 participants from vocational schools across the country, thematic analysis was conducted. During the analysis, patterns emerged that were closely linked to the aspects of school culture and climate. School culture is conceptualized as shared values and traditions, while sch…
Evaluating cognitive complexity and knowledge gain on learning designs with immersive technology
The increasing use of immersive and hybrid digital technologies in practice-based e-learning raises questions about cognitive complexity and its influence on learning outcomes. While immersive technologies such as virtual reality (VR), augmented reality (AR) and AI-supported simulations offer rich experiential affordances, they may also introduce cognitive overload when multiple design elements are combined. In this study, immersive learning is c…
Psychology (10 works) · Mathematics education (8 works) · Computer Science (7 works) · Pedagogy (6 works) · Knowledge management (5 works) · Sociology (5 works) · Vocational education (4 works) · Artificial Intelligence (3 works) · Educational technology (3 works) · Innovative Education and Learning Practices (3 works)