Piia Näykki

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Knowledge co-construction activities and task-related monitoring in scripted collaborative learning

S. Järvelä, Jaana Isohätälä, E. Vuopala, 2019, Learning, Culture and Social Interaction.

Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges?

Hanna Järvenoja, Piia Näykki, Tiina Törmänen, 2019, Studies in Higher Education.

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Päivi Häkkinen, Sanna Järvelä, Teemu Valtonen, 2017 .

Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context

Hanna Järvenoja, S. Järvelä, P. Kirschner, 2014 .

Affective and effective collaborative learning : process-oriented design studies in a teacher education context

Piia Näykki, Piia Näykki, 2014 .

Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

Päivi Häkkinen, Sanna Järvelä, Piia Näykki, 2017, Int. J. Comput. Support. Collab. Learn..

Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning

S. Järvelä, Jaana Isohätälä, Piia Näykki, 2019, Small Group Research.

Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions

S. Järvelä, P. Häkkinen, Piia Näykki, 2019, Journal of Education for Teaching.

Social sensitivity: a manifesto for CSCL research

M. Baker, K. Lund, S. Järvelä, 2021, International Journal of Computer-Supported Collaborative Learning.

Managing sudden change of working practices in schools during the COVID-19 pandemic

Piia Näykki, M. Dindar, P. Karppinen, 2020 .

Student Teachers’ Video-Assisted Collaborative Reflections of Socio-Emotional Experiences During Teaching Practicum

Piia Näykki, Sirpa Laitinen-Väänänen, E. Burns, 2022, Frontiers in Education.

Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study

S. Järvelä, Jaana Isohätälä, P. Häkkinen, 2017, International Journal of Computer-Supported Collaborative Learning.

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

Sanna Järvelä, Jari Laru, Piia Näykki, 2019, Front. Educ..

“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning

S. Järvelä, Jaana Isohätälä, Piia Näykki, 2021 .

Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom

Sanna Järvelä, Piia Näykki, Jonna Malmberg, 2019, Learning: Research and Practice.

Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools

Sanna Järvelä, Jari Laru, Piia Näykki, 2007, J. Educ. Technol. Soc..

Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study

Piia Näykki, M. Dindar, P. Karppinen, 2021, J. Comput. Assist. Learn..

How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective

Päivi Häkkinen, Sanna Järvelä, Teemu Valtonen, 2021, Comput. Hum. Behav..

Insights into Finnish first-year pre-service teachers’ twenty-first century skills

Päivi Häkkinen, Sanna Järvelä, Teemu Valtonen, 2017, Education and Information Technologies.

How Pictorial Knowledge Representations Mediate Collaborative Knowledge Construction In Groups

Sanna Järvelä, Piia Näykki, S. Järvelä, 2008 .

Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

S. Järvelä, Piia Näykki, N. Impiö, 2021 .

Capturing motivation and emotion regulation during a learning process

Sanna Järvelä, Piia Näykki, Jonna Malmberg, 2018, frontline Learning Research.

Expectations for supporting student engagement with learning analytics: An academic path perspective

Piia Näykki, Hanni Muukkonen, Anni Silvola, 2021, Comput. Educ..

Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation

Sanna Järvelä, Piia Näykki, Jaana Isohätälä, 2020, Scandinavian Journal of Educational Research.

Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning

Sanna Järvelä, Paul A. Kirschner, Piia Näykki, 2017 .

Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction

Sanna Järvelä, Piia Näykki, Jaana Isohätälä, 2017 .

Four Stages of Research on the Educational Use of Ubiquitous Computing

Sanna Järvelä, Jari Laru, Piia Näykki, 2015, IEEE Transactions on Learning Technologies.

Analyzing Regulation of Motivation as an Individual and Social Process: A Situated Approach

Sanna Järvelä, Piia Näykki, Hanna Järvenoja, 2013 .

Student teachers’ feelings of anxiety and exhaustion: can self-regulated learning skills function as an antidote?

Piia Näykki, A. Ahonen, K. Pyhältö, 2018, Educational Research and Evaluation.

“Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education

S. Järvelä, P. Häkkinen, Piia Näykki, 2021, Instructional Science.

Examining pre-service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach

Päivi Häkkinen, Sanna Järvelä, Jo Tondeur, 2019, J. Comput. Assist. Learn..

Social sensitivity: a manifesto for CSCL research

Kristine Lund, Sanna Järvelä, Piia Näykki, 2021, Int. J. Comput. Support. Collab. Learn..

Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning

Piia Näykki, Emma Kostiainen, Auli Lehtinen, 2023, Teaching and Teacher Education.

Learning analytics for academic paths: student evaluations of two dashboards for study planning and monitoring

Piia Näykki, H. Muukkonen, Amanda Sjöblom, 2023, Frontline Learning Research.