Jenni Kankaanpää

Jenni Kankaanpää
University of Eastern Finland | UEF · School of Applied Educational Science and Teacher Education

M.A. (Ed.), B.B.A

About

9
Publications
1,846
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11
Citations
Introduction
Jenni Kankaanpää currently works at the School of Applied Educational Science and Teacher Education, University of Eastern Finland.
Additional affiliations
January 2020 - present
University of Eastern Finland
Position
  • Researcher
April 2017 - December 2019
University of Eastern Finland
Position
  • Researcher
Description
  • Flipped Learning project
June 2015 - March 2017
University of Eastern Finland
Position
  • Research Assistant

Publications

Publications (9)
Conference Paper
Full-text available
The aim of this study is to understand elementary school pupils' experiences and perspectives of learning analytics (LA) and self-regulated learning after two phenomenon-based learning modules in a blended learning environment. For this, specifically designed modules were built into a learning management system following the principles and key phas...
Conference Paper
Full-text available
Preservice teacher training is research intensive in Finland. Additionally, teaching as profession is highly valued among young people. However, quantitative methods courses are challenging for teacher students from many reasons. Particularly, this is due to previous negative experiences and emotions (among other things). Thus, new approaches for t...
Book
Full-text available
Tervetuloa tutustumaan työelämäpedagogiikan moninaisuuteen! Tämä kirja on toteutettu opetus- ja kulttuuriministeriön tukeman Työelämäpedagogiikka korkeakoulutuksessa (Työpeda) -hankkeen lopputuotoksena. Tarkoituksena on jakaa hankkeessa pilotoituja toimintatapoja, välineitä ja malleja kaikkien korkeakoulujen käyttöön. Työelämäpedagogiikka on määrit...
Chapter
Full-text available
In this chapter we investigate, how university students' working life skills can be developed through Flipped Classroom approach.
Presentation
Full-text available
Pre-service teachers confidence, their readiness to use ICT in education have been studied using various theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) by Mishra and Koehler (2006), Theory of Planned Behaviour (TPB) by Aijzen (1991), Technology acceptance model (TAM) by Davis (1989) and several others. Quantitat...
Conference Paper
New ways of teaching and learning in higher education are required to meet the needs of the 21st century work life and society. One possible way to change pedagogy is the Flipped Classroom (FC) pedagogical approach. Particularly from the teaching perspective, pedagogy should be able to teach 21st century skills in addition to the content. Students’...
Conference Paper
This study focuses on pre-service teachers’ experiences with the strategies used in teacher education to support their readiness to use Information and Communication Technology (ICT) for teaching and learning. The study is grounded in the SQD model by Tondeur et al. (2012). The SQD model defines six core strategies for supporting pre-service teache...
Article
Full-text available
The use of information and communication technology (ICT) is important in today’s higher education. ICT has a central role in the skill set students are expected to master during their studies. The fast development of technology poses both possibilities and challenges for teachers. This paper is part of a larger project aimed at implementing the fl...
Conference Paper
This research focuses on students’ perceptions of Information and Communication Technologies (ICT) use in higher education. This research focuses on students’ perceptions of their teachers’ knowledge and attitudes as ICT-skilled teachers and how actively different ICT applications are used. The target group of this quantitative study consists of 72...

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Projects

Projects (2)
Project
This is a long-term research & Development & Innovation project, in which the aim is to understand preconditions and antecedents of context sensitive, research based and reflective academic/educational development in Higher education.
Project
The aim of the evidence-based Flipped Learning project is to improve the digital and pedagogical skills of teaching staff. Furthermore, the project aims to provide teachers with skills to use more student-centered methods to enhance students’ learning and skills for working. Both flipped classroom and flipped learning are used in the project. Academic leader of the project is tenure track postdoctoral reseacher Erkko Sointu.