The core pedagogic approach in the programme is progressive inquiry. According to Hakkarainen et al. (1999), the basic tenet in progressive inquiry is to engage dents in knowledge co-construction process, where the starting points are the stu-dents’ own preconceptions and research questions based on their previous knowl-edge. By resolving research questions, it is possible to deepen students’ knowledge and reveal any gaps or misconceptions. In progressive inquiry, the process moves in stages onto a more advanced level. Attention is focussed on the relationship between students’ own questions and explanations and information obtained from various sources. In this model, collaborative work is central: students must be provided ap-propriate tools for sharing information, reflection and producing new knowledge.
(Hakkarainen et al. 1999, 23; Suvanto & Nokkonen 2014, 32–33)
The knowledge construction process in the progressive inquiry model can be divided into the following categories (see Figure 1 below; Lakkala & Lallimo 2002, 46–48):
Setting up the context. An essential part of the progressive inquiry process is creat-ing a context for learncreat-ing by linkcreat-ing the subject matter under study with meancreat-ing- meaning-ful scientific questions, real problems resolved by experts or students’ own sphere of experience. The idea is to invite students to consider the true nature and mechanisms of the phenomenon being discussed. Setting up the context can be done through empirical trials, orientating lecture, expert visit, online analyses, set texts or videos.
Presenting research problems. One of the key principles in progressive inquiry is for students defining for themselves the questions that puzzle them in the given phe-nomenon. The questions serve as triggers for further inquiry and determine the goals for the entire process and information search. The teacher defines the framework for the learning situation (theme and subject area) but it is the students’ responsibility to define the problems that interest them in the topic or which they need to look into in order to understand them better. However, this problem setting needs to take place under guidance so that the students learn to formulate the questions as appropriate for gaining better insight into the subject matter (why, how).
Creating working theories. Once the research questions have been set, the next step in progressive inquiry is for the students to form their own hypotheses, theories and in-terpretations based on analyses and deliberation on the phenomenon being studied instead of passively absorbing given information. Presenting students’ own
explana-tions and interpretaexplana-tions deliberately prior to learning new information is essential for achieving deeper conceptual understanding. It is also important that students’
own explanations and conceptions are shared with everyone through, for example, the e-learning platform for discussion.
Critical assessment. Students evaluate themselves the progress of the research process through self-reflection and peer assessment. The assessment may involve the com-parison of the theories produced by the learning community between each other or with scientific theories. The purpose of the assessment is to develop the explana-tions and concepexplana-tions further by identifying contradictory explanaexplana-tions and gaps of knowledge, and setting new goals regarding information seeking. Using a net-worked learning platform and social media, among others, supports critical assess-ment, as everyone is able to participate in the argumentation and everyone’s com-ments will be retained for revisits.
Searching deepening knowledge. The purpose of progressive inquiry is to produce im-proved theories on the investigated phenomena. Therefore, it is closely linked with the seeking of relevant information, which will help students better understand the questions under inquiry. What is essential is that the information obtained from various sources is used for redefining one’s own research questions and developing the explanations to these questions without accepting information as absolute truth.
Developing deepening problems. The students must be engaged with deepening their own research questions, as developing and comparing theories and discovering new information typically leads to new questions. Setting questions that gradually become more specific helps the learner to explore deeper in search of an explanation for the phe-nomenon, but this work requires guidance and support from the teacher, so that the student maintains sufficient interest and resilience in working with the phenomenon.
New theories. The criteria for successful progressive inquiry is that the students come up with more complex theories, are able to abandon, if necessary, their intuitive conceptions and find information that is relevant in explaining the investigated phenomena. Students must work systematically to develop their explanations and descriptions and seek information through gradually deepening cycles of inquiry.
Here, the teacher’s support and guidance is essential.
Distributed expertise. The progressive inquiry model emphasises collaboration be-tween students, allowing for the sharing of set problems, theories and ideas and the
copying of best cognitive practices shared by its members (distributed expertise). In practice, students usually work is small groups preparing a joint answer to the inves-tigated question.
Publication of findings. An essential part of progressive inquiry is the presentation of the conclusion for the process and publicising the findings. More important than the format of the presentation is to concentrate on publicising the discoveries and their explanations in order to place then under discussion.
FIGURE 1.
Aspects of progressive inquiry based on Hakkarainen et al. (1999) (e.g. Suvanto &
Nokkonen 2014, 33).
Pragmatic online exercises are an important part of the training. They enable those in employment study actively and they offer tools for distributed expertise, produc-ing shared knowledge and reflection. Similar online tools are also used at the work-place, so mastering them is also among the valuable new skills that students will obtain.
Interaction is key to successful online teaching. Among the challenges are students’
and the personnel’s heterogeneous skills levels, different attitudes towards working in online environments and possibly nuser-friendly technology. High quality on-line teaching and guidance also support the acquisition of skills in using these tools
Se#ng up the Context
Presen1ng Research Problems
Crea1ng Working Theories
Cri1cal Evalua1on
Seeking Deepening Knowledge Developing
Deepening Problems New Theories
process are able to give good and motivating guidance online. (Suvanto & Nok-konen 2014, 33–34.)
In the degree programme in management and service business, sharing information and valuing others’ competences is at the core of the progressive inquiry process.
What is essential in progressive inquiry is new co-constructed knowledge and social learning. Small groups formed at the very beginning of the course serve as forums where students can benefit from each other by sourcing information from each oth-er, sound boarding each other’s ideas, sharing different thought models and expand-ing their respective knowledge base and logic. (Suvanto & Nokkonen 2014, 34.) Blended learning can be defined in many different ways. Pankin et al. (2012, 1–4) define blended learning as structured opportunities to learn using more than one learning or training method, tools and opportunities, inside or outside the class-room. In other words, the definition covers a variety of methods (lectures, work-shops, guided practice, reading of texts, case studies and games), different learning platforms and environments, different scheduling, and different levels of guidance.
Blended learning makes use of the best aspects of two different modes of interaction:
• face-to-face interaction between learners and the teacher gives an opportunity for social interaction and collaborative thought processes in a synchronic set-ting. Communication taking place in one place is fast and promotes the under-standing of complex issues.
• The assets of online interaction, however, are the asynchronicity of communica-tion and its independence of place. When working online, students have more time to ponder on questions and to produce and share ideas through means of-fered by the digital environment.
According to Joutsenvirta & Vehkalahti (2006), blended learning can be divided into three types based on their objectives:
• The enabling blend focusses on reaching students, maintaining contacts and se-curing easy access to materials through online environments without changing the pedagogical approach.
• The enhancing blend aims to improve learning and change the pedagogical ap-proach without altering the delivery or organisation of the instruction, or the modes of interaction.
• The transforming blend, also applied in Satakunta University of Applied Sciences Master’s degree programme, is an approach where several significant changes in the pedagogical model, course organisation and interaction between students will be implemented. At Satakunta University of Applied Sciences, the trans-forming blend model relies heavily on the Moodle networked learning manage-ment system as the framework and tool for student interaction.
Furthermore, the sense of genuine interaction and presence can be enhanced by adopting new ways of working. Lectures, which are an essential part of traditional face-to-face instruction, can be recorded or transcribed for online reading material.
The course material may consist of online materials or books and articles, which the students can discuss in small groups over the internet Students assume a more active role while the teacher’s role focusses now more on planning and directing the learn-ing process. Students may also produce learnlearn-ing materials themselves maklearn-ing use of mobile technology by sharing materials through social media and making contact with the other students and the teacher.
Graham (2006, 6–12) has identified six reasons for adopting the blended learning model:
• pedagogical richness
• access to knowledge
• social interaction
• personal agency
• cost effectiveness
• ease of revision (updates, corrections etc.).