Publications

ARTICLES (REFEREED)

    • Malmberg, J., Järvelä, S. & Järvenoja, H. (2017, in press). Capturing temporal and sequential patterns of self-, co- and socially shared regulation in the context of collaborative learning. Contemporary Journal of Educational. Psychology.
    • Sobocinski, M., Malmberg, J. & Järvelä, S. (2016). Exploring temporal sequences of regulatory phases and associated interaction types in collaborative learning tasks. Metacognition and Learning. doi:10.1007/s11409-016-9167-5
    • Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J. & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction  43, 39-51 http://dx.doi.org/10.1016/j.learninstruc.2016.01.005
    • Järvelä, S. , Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J. Miller, M. &  Laru, J. (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer Supported Collaborative Learning 11(3), 263-280. doi:10.1007/s11412-016-9238-2 
    • Järvelä, S., Malmberg, J. & Koivuniemi, M. (2016).  Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1-11. DOI: 10.1016/j.learninstruc.2015.10.006
    • Isohätälä, J., Järvenoja, H. & Järvelä, S. (2016, accepted). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research
    • Kurki, K., Järvenoja, H., Järvelä, S., Mykkänen, A. (2016). How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging day-care settings. International Journal of Educational Research. 76, 76-88. doi:10.1016/j.ijer.2016.02.002
    • Koivuniemi, M., Panadero, E., Malmberg, J., & Järvelä, S (2017). Individual and collaborative learning challenges in higher education students learning. Infancia Y Aprendizaje. Journal for the Study of Education and Development, 40 (1), 19-55.10.1080/02103702.2016.1272874
    • Valtonen, T., Sointu, E., Kukkonen, J., Häkkinen, P., Järvelä, S., Ahonen, A., Näykki, P., Pöysä-Tarhonen, J. & Mäkitalo-Siegl, K. (2016). Insights into Finnish first-year pre-service teachers’ twenty-first century skills. Education and Information Technologies, 1-15. DOI: 10.1007/s10639-016-9529-2
    • Panadero, E., Klug, J. & Järvelä, S. (2016). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723-735.
    • Järvelä, S. & Hadwin, A. (2015). Examining the emergence and outcomes of regulation in CSCL. Computers in Human Behavior, 52, 559-561.
    • Järvenoja, H., Järvelä, S. & Malmberg, J. (2015). Understanding the process of motivational, emotional and cognitive regulation in learning situations. Educational Psychologist, 50(3), 204-219.
    • Malmberg, J., Järvelä, S., Järvenoja, H. & Panadero, E. (2015). Socially shared regulation of learning in CSCL: Patterns of socially shared regulation of learning between high – and low performing student groups. Computers in Human Behavior, 52, 562-572. DOI:10.1016/j.chb.2015.03.082
    • Mykkänen, A., Järvelä, S. & Perry, N. (2015, in press).Young students’ reasons for their achievement in classroom activities: Focus on features that support self-regulated learning. Education 3-13.
    • Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P. & Valtonen, T. (2016, in press). Preparing teacher students for 21st century learning practices (PREP 21): A framework for enhancing collaborative problem solving and strategic learning skills. Teachers and Teaching: Theory and Practice.
    • Laru, J., Näykki, P. & Järvelä, S. (2015). Four stages of research on the educational use of ubiquitous computing. IEEE Transactions on Learning Technologies 11/2015
    • Panadero, E., Klug, J. & Järvelä, S. (2015). Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand. Scandinavian Journal of Educational Research. doi:10.1080/00313831.2015.1066436
    • Määttä, E., Järvelä, S. & Perry, N. (2015). Personal and contextual contributors to young children’s activity-based perceived self-efficacy. Scandinavian Journal of Educational Research.doi:10.1080/00313831.2015.1024161 
    • Näykki, P., Järvenoja, H., Järvelä, S. & Kirschner, P. (2015). Monitoring makes a difference: quality and temporal variation in teacher education students’ collaborative learning. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2015.1066440
    • Panadero, E., Kirschner, P., Järvelä, S., Malmberg, J., & Järvenoja, H. (2015). How individual self-regulation affects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431-454. doi: 10.1177/1046496415591219
    • Järvelä, S. (2015) How research on self-regulated learning can advance computer supported collaborative learning? Journal Infanzia Apprencia. DOI 10.1080/02103702.2015.1016747
    • Panadero, E. & Järvelä, S. (2015). Reviewing findings on socially shared regulation of learning. European Psychologist, doi: 10.1027/1016-9040/a000226.
    • Määttä, E., Mykkänen, A. & Järvelä, S. (2015). Elementary school children’s self- and social perceptions of success. Journal of Research in Childhood Education. 
    • Koivuniemi, M., Pandero, E. , Malmberg, J. & Järvelä, S. (2015, submitted). Investigating learning challenges in individual and collaborative higher education situations.
    • Vuopala, E., Hyvönen, P. & Järvelä, S. (2015). Interaction forms in successful collaborative learning in virtual learning environments. Active Learning in Higher Education 1/2016.
    • Molenaar, I., & Järvelä, S. (2014) Sequential and temporal characteristics of self and socially shared regulated learning. Metacognition and Learning, 9, 75-85. DOI 10.1007/s11409-014-9114-2
    • Malmberg, J., Järvelä, S. & Kirschner, P. (2014). Elementary school students’ strategic learning: does task-type matter? Metacognition and Learning, 9, 2, 113-136
    • Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2014). Enhancing Socially Shared Regulation in Collaborative Learning Groups: Designing for CSCL Regulation Tools. Educational Technology Research and Development. doi: 10.1007/s11423-014-9358-1
    • Fischer, F. & Järvelä, S. (2014). Methodological Advances in Research on Learning and Instruction and in the Learning Sciences. Frontline Learning Research, 2(4), 1-6. Doi: http://dx.doi.org/10.14786/flr.v2i4.131
    • Oikarinen, J., Järvelä, S. & Kaasila, R. (2014). Finnish Upper Secondary Students’ Collaborative Processes in Learning Statistics in a CSCL Environment. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2013.837519
    • Näykki, P., Järvelä, S., Kirschner, P. & Järvenoja, H. (2014) How relational conflict emerges and how students’ interpret a conflict situation – A process-oriented case analysis in collaborative learning. International Journal of Educational Research, 68: 1–14.
    • Panadero, E. & Järvelä, S. (2016, submitted). Models of Self-regulated Learning: Boekaerts, Efklides, Hadwin & Järvelä, Pintrich, Winne and Zimmerman. A review in 2015.
    • Miller, M., Malmberg, J. Hadwin, A., & Järvelä, S. (2015, submitted). Tracing university students´ construction of shared task perceptions in on-line collaboration.
    • Hyvönen, P., Kronqvist, E-L., Järvelä, S., Määttä, E., Mykkänen, A. & Kurki, K. (2014). Interactive and child-centred research methods for investigating the efficacious agency of children. Journal of Early Childhood Education Research, 3(1), 82-107.
    • Kurki, K., Järvelä, S., Mykkänen, A., Määttä, E. (2014). Investigating children’s emotion regulation in socio-emotionally challenging classroom situations. Early Child Development and Care. DOI:10.1080/03004430.2014.988710
    • Järvenoja, H., Malmberg, J. Järvelä, S. & Kontturi, H. (2015, submitted).Increasing primary school students awareness of situational emotions and motivation in self-regulated learning.
    • Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.DOI:10.1080/00461520.2012.74800
    • Malmberg, J., Järvenoja, H., & Järvelä, S (2013). Patterns in elementary school students´strategic actions in varying learning situations. Instructional Science  DOI 10.1007/s11251-012-9262-1
    • Mykkänen, A., Kronqvist, E-L. & Järvelä, S. (2013). Trajectories of resilience during a dyadic task performance among 6-7 year old children. European Early Childhood Education Research Journal, 21(3), xx-xx.
    • Määttä, E. & Järvelä, S. (2013). Involving children in reflective discussions about their perceived self-efficacy and learning experiences. International Journal of Early Years Education, 21(4), 309–324.
    • Järvelä, S., Järvenoja, H. & Malmberg, J. (2012). How elementary school students’ regulation of motivation is connected to self-regulation. Educational Research and Evaluation, 18 (1), 65-84.
    • Parghman, T., Järvelä, S. & Milrad, M. (2012). Designing the Nordic technology-enhanced learning. The Internet and Higher Education, 15 (4), 227-230.
    •  Järvelä, S. & Hadwin, A. (2015). Examining the emergence and outcomes of regulation in CSCL. Computers in Human Behavior, 52, 559-561.
    • Järvenoja, H., Järvelä, S. & Malmberg, J. (2015). Understanding the process of motivational, emotional and cognitive regulation in learning situations. Educational Psychologist, 50(3), 204-219.
    • Järvenoja, H., Volet, S. & Järvelä, S., (2012). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33 (1), 1-28. DOI:10.1080/01443410.2012.742334
  • Määttä, E., Järvenoja, H. & Järvelä, S. (2012). Triggers of student’s efficacious interaction in collaborative learning situations. Small Group Research, 43(4), 497-522.
  • Näykki, Järvenoja & Järvelä, S. (2012). Situational variation of interpersonal regulation of learning as an explanation for successful collaboration. Submitted.
  • Hurme, T-R., Järvelä, S. & Merenluoto, K. (2013, submitted). Socially shared metacognition in collaborative learning – calibration of group problem solving.
  • Järvelä, S., Järvenoja, H., Malmberg, J. & Hadwin, A. (2013). Exploring socially-shared regulation in the context of collaboration. The Journal of Cognitive Education and Psychology, 12 (3), 267-286. http://dx.doi.org/10.1891/1945-8959.12.3.267
  • Hurme, T-R., Merenluoto, K., Salonen, P., & Järvelä, S. (2013, submitted). Regulation of group’s problem solving – a case for socially shared metacognition.
  • Järvelä, S., Järvenoja, H. & Malmberg, J. (2012). How elementary school students’ motivation is connected to self-regulation? Educational Research and Evaluation, 18 (1), 65-84.
  • Vuopala, E. & Järvelä, S. (2012). Yhteisöllistä oppimista edistävät ja vaikeuttavat tekijät – opiskelijoiden kokemuksia verkkokurssilta (In Finnish). Kasvatus, 4, 406-421.
  • Laru, J., Näykki, P. & Järvelä, S. (2012). Supporting small-group learning with use of multiple Web 2.0 tools in blended learning setting: A case study with learning sciences students. The Internet and Higher Education, 15, 29-38.
  • Järvelä, S. & Järvenoja, H. (2011). Socially constructed self-regulated learning in collaborative learning groups. Teachers College Records, 113,2, 350-374.
  • Bluemink, J. & Järvelä, S. (2011). Elements of collaborative discussion and shared problem-solving in a voice-enhanced multiplayer game. Journal of Interactive Learning Research. 22(1), 21-49.
  • Bluemink, J., Hämäläinen, R., Manninen, T., & Järvelä, S. (2010). Group-level analysis on multiplayer-game collaboration: How do the individuals shape the group interaction? Journal of Interactive Learning Environments, 18 (4), 365-383.
  • Järvelä, S. (2010). How does help seeking help? – New prospects in a variety of contexts. Learning and Instruction, 21, 297-299.
  • Järvelä, S., Volet, S. & Järvenoja, H.  (2010). Research on Motivation in Collaborative Learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45 (1), 15-27.
  • Laru, J., Järvelä, S., Clariana, R. (2010). Supporting collaborative inquiry during a biology field trip with ubiquitous tools for learning. A case study with K-12 learners. Interactive Learning Environments, doi:10.1080/10494821003771350
  • Malmberg, J., Järvenoja, H. & Järvelä, S. (2010).  Tracing elementary school students’ study tactic use in gStudy by examing a strategic and self-regulated learning.  Computers in Human Behavior, 26, 5, 1034-1042
  • Hurme, T-R., Merenluoto, K. & Järvelä, S (2009). Socially shared metacognition and feeling of difficulty in the process of mathematical problem solving in CSCL context. Journal of Educational Research and Evaluation, 15, 503–524.
  • Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning situations – Do students regulate emotions evoked from social challenges? British Journal of Educational Psychology 79(3),463-481.
  • Malmberg, J. & Järvenoja, H. & Järvelä, S. (2009). Miten oppimisen strategiat näyttäytyvät itsesäätöisessä oppimisessa. Kasvatus [in Finnish]
  • Laru, J. & Järvelä, S. (2008) Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1),17-3.
  • Näykki, P. & Järvelä, S. (2008). How Pictorial Knowledge Representations Mediate Collaborative Knowledge Construction in Groups. Journal of Research on Technology in Education, 40, 3, 359-387.
  • Järvelä, S., Veermans, M., & Leinonen, P. (2008). Investigating students’ engagement in acomputer-supported inquiry – a process-oriented analysis. Social Psychology in Education, 11, 299-322.
  • Hadwin, A. & Järvelä, S. (2011). Social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Records, 113, 2, 235-239.
  • Järvelä, S., Järvenoja, H., Veermans, M. (2008). Understanding dynamics of motivation in socially shared learning. International Journal of Educational Research, 47, 1, 122-135.
  • Gläezer-Ziguda, M. & Järvelä, S. (2008). Application of qualitative and quantitative methods to enrich understanding of emotional and motivational aspects of learning. International Journal of Educational Research, 47, 1, 79-83.
  • Järvelä, S., Näykki, P., Laru, J., & Luokkanen, T. (2007). Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and mobile tools. Journal of Educational Technology & Society 10, 4, 71-71.
  • Arvaja, M., Salovaara, H., Häkkinen, P. & Järvelä, S (2007). Combining individual and group-level perspectives for studying collaborative learning in context. Learning and Instruction, 17, 448-459.
  • Hurme,T-R., Palonen, T. & Järvelä, S. (2006). Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the net worked discussions in mathematics. – Metacognition and Learning, 1, 1, 181-200.
  • Häkkinen, P. & Järvelä, S. (2006). Sharing and constructing perspectives in web-based conferencing. Computers and Education, 47, 433-447.
  • Leinonen, P. & Järvelä, S. (2006). Facilitating interpersonal evaluation of knowledge in a context of distributed team collaboration. British Journal of Educational Technology,37, 6,897-916.
  • Hämäläinen, R., Manninen, T., Järvelä, S. & Häkkinen, P. (2006). Learning to collaborate – scripting computer-supported collaboration in a 3-D game environment. The Internet and Higher Education, 9, 1.
  • Naidu, S. & Järvelä, S. (2006). Analyzing CMC Content for What? Computers and Education, 46, 1, 96-103.
  • Leinonen, P., Järvelä, S. & Häkkinen, P. (2005). Enhancing awareness of networked collaboration. A study of a global virtual team. Computer Supported Collaborative Work Journal, 14, 301-322.
  • Järvelä, S. & Häkkinen, P. (2005). How to make collaborative learning more successful with innovative technology? Educational Technology Magazine, 5, 34-39.
  • Järvenoja, H. & Järvelä, S. (2005). How the students explain their social, emotional and motivational experiences during their learning processes. Learning and Instruction, 15, 465-480.
  • Hurme, T-R., & Järvelä, S. (2005). Students’ activity in computer supported collaborative problem solving in mathematics. International Journal of Computers for Mathematical Learning, 10, 49-73.
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S. & Fischer, F. (2005). Epistemic cooperation scripts in online learning environments: fostering learning by reducing uncertainty in discourse? Computers in Human Behavior, 21, 4, 603-622.
  • Byman, A., Järvelä, S. & Häkkinen, P. (2004). What is reciprocal understanding in virtual interaction? Instructional Science, 33, 2, 121 – 136
  • Bluemink, J. & Järvelä, S. (2004). Face-to-Face encounters as a contextual support for web-based discussions in a teacher education course. The Internet and Higher Education, 7, 3, 199-215.
  • Järvelä, S. & Volet, S. (2004). Motivation in real-life, dynamic and interactive learning environments: Stretching constructs and methodologies. European Psychologist, 9, 4, 193-197.
  • Järvelä, S. & Salovaara, H. (2004). The interplay of motivational goals and cognitive strategies in a new pedagogical culture – a context oriented and qualitative approach. European Psychologist, 9, 4, 232-244.
  • Järvenoja, H., Hurme, T.-R. & Järvelä, S. (2004). Oppimisen motivaatio ja volitionaaliset prosessit verkostoperustaisessa matematiikan opiskelussa. [Self-regulation and volitional processes in computer supported collaborative mathematics learning.] Kasvatus 4, 379-392
  • Veermans, M. & Järvelä, S. (2004). Generalized learning goals and situational coping in inquiry learning. Instructional Science, 32, 4, 269 – 291.
  • Salovaara, H. & Järvelä, S. (2003). Students’ knowledge building strategies in computer supported collaborative learning. Learning Environments Research. 6(3), 267-284.
  • Leinonen, P., Järvelä, S. & Lipponen, L. (2003). The individual students’ interpretations of their contribution to the networked collaboration. Journal of Interactive Learning Research, 14(1), 99-122.
  • Mäkitalo, K., Häkkinen, P., Järvelä, S. & Leinonen, P. (2002). Mechanisms of common ground in case-based web discussions in teacher education.The Internet and Higher Education, 5(3), 247-265.
  • Järvelä, S. (2002). Oppimisen teoriasta teknologiaan – teknologia ihmisen älykkään toiminnan tueksi? (From learning theories to technology – how technology can support human cognition and learning?) Kasvatus, 33(4).
  • Järvelä, S. & Häkkinen, P. (2002). Web-based cases in teaching and learning – the quality of discussions and a stage of perspective taking in asynchronous communication. Interactive learning Environments, 10 (1),1-22.
  • Salo, P., Hurme, T.-R. & Järvelä, S. (2001) Sosiaalinen tiedonrakentaminen verkko-oppimisessa – miten tutkia ja analysoida sitä? Kasvatus 4, 334-344. (Social knowledge building in networked learning – how to study and analyse it?)
  • Järvelä, S., Hakkarainen, K. , Lehtinen, E. & Lipponen, L. (2001). Creating Computer Supported Collaborative Continuing Engineering Education and Life-Long Learning, Vol 11, Nos. 4/5/6, 365-374.
  • Järvelä, S., Lehtinen, E., & Salonen, P. (2000). Socioemotional orientation as a mediating variable in teaching learning interaction: Implications for instructional design. Scandinavian Journal of Educational Research, 44, 3, 293-306.
  • Saarenkunnas, M., Järvelä, S., Häkkinen, P., Kuure, L., Taalas, P. & Kunelius, E. (2000). NINTER – Networked interaction: theory-based cases in teaching and learning. Learning Environments Research 3, 35-50.
  • Järvelä, S., Bonk, C.J., Lehtinen, E. & Lehti, S. (1999). A theoretical analysis of social interactions in computer-based learning environments: Evidence for reciprocal understandings. Journal of Educational Computing Research, 21, 3, 359-384.
  • Hakkarainen, K., Lipponen, L., Järvelä, S. & Niemivirta, M. (1999). The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal of Educational Computing Research, 21, 3, 261-279.
  • Hakkarainen, K., Järvelä, S., Lipponen, L. & Lehtinen, E. (1998). Culture of collaboration in computer-supported learning: Finnish perspectives. Journal of Interactive Learning Research, 9, 271-288.
  • Järvelä, S. & Niemivirta, M. (1999). The changes in learning theory and topicality of recent research on motivation. Research Dialogue, 2, 57-65.
  • Järvelä, S. (1998). Socioemotional aspects of students’ learning in cognitive-apprenticeship environment. Instructional Science 26, 439-471.
  • Järvelä, S. & Niemivirta, M. (1997). Mikä ohjaa oppijaa? Oppimisteoreettiset muutokset ja motivaatiotutkimuksen ajankohtaisuus. Kasvatus, 28 (3), 221-233. (What directs a learner? The changes in learning theory and topicality of recent research on motivation, Education, In Finnish).
  • Järvelä, S. (1996). Qualitative features of teacher-student interaction in a technologically rich learning environment based on a cognitive apprenticeship model. The Machine-Mediated Learning, 5, pp.91-107.
  • Järvelä, S. (1996). New models of teacher-student interaction – A critical review. European Journal of Psychology in Education, 3, 249 – 268.
  • Järvelä, S. (1995). The cognitive apprenticeship model in a technologically rich learning environment: Interpreting the learning interaction. Learning and Instruction, 5, 237-259.
  • Järvelä, S. (1993). Opetusvuorovaikutuksen uudet haasteet. Kasvatus, 3, 1993. (New challenges of teacher-student interaction, Education, in Finnish)

INTERNATIONAL BOOK CHAPTERS

  • Hadwin, A. F., Järvelä, S., & Miller, M. (2017). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene, (Eds.). Handbook of Self-Regulation of Learning and Performance (2nd Ed.). New York, NY: Routledge.
  • Järvelä, S., Hadwin, A.F,. Malmberg, J. & Miller. M. (2017). Contemporary Perspectives of Regulated Learning in Collaboration. In F. Fischer, C.E. Hmelo-Silver, Reimann, P. & S. R. Goldman (Eds.). Handbook of the Learning Sciences. Taylor & Francis.
  • Järvelä, S. & Renninger, K. A. (2014). Designing for learning: Interest, motivation, and engagement (pp. 668-685). In D. Keith Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, Second Edition. New York: Cambridge University Press.
  • Hurme, T-R., Järvelä, S., Merenluoto, K. & Salonen, P. (2014). What makes metacognition shared as mathematical problem solving? In Peña-Ayala, Alejandro (Ed.): Metacognition: Fundaments, Applications, and Trends. A Profile of the Current State-Of-The-Art. Intelligent Systems Reference Library, Vol. 76, 2015, XVII, 365 p. ISBN 978-3-319-11061-5
  • Laru, J. & Järvelä, S. (2015). Integrated use of multiple social software tools and face-to-face activities in order to support self-regulated learning: a case study in higher education context. In L-H Wong & Milrad, M. (Eds.) Seamless Learning in the Age of Mobile Connectivity. Springer: Singapore. DOI 10.1007/978-981-287-113-8_24
  • Järvelä, S., Järvenoja, H. & Näykki, P. (2013). Analyzing regulation of motivation as an individual and social process – a situated approach (pp. 170-187). In M. Vauras & S. Volet (Eds.). Interpersonal Regulation of Learning and Motivation: Methodological Advances. EARLI series: New Perspectives on Learning and Instruction. Routledge.
  • Laru, J. & Järvelä, S. (2013). Using Gartner’s Hype Cycle as a basis to analyse research on the educational use of ubiquitous computing. Proceedings of the 11th international Conference on Computer Supported                    Collaborative Learning, Madison, Wisconsin, USA
  • Järvenoja, H. & Järvelä, S (2013). Regulating emotions together. In M. Baker, J. Andriessen & S. Järvelä (Eds.). Affective learning together. Social and emotional dimensions of collaborative learning. Routledge.
  • Baker, M., Andriessen, J. & Järvelä, S. (2013). Introduction: visions of learning together. In M. Baker, J. Andriessen & S. Järvelä (Eds.). Affective learning together. Social and emotional dimensions of collaborative learning. Routledge
  • Järvelä, S., Malmberg, J., Mykkänen, A. & Määttä, E. (2013, submitted). Taito ja tahto oppimisen itsesäätelyssä. In Pyhältö, K., Vitikka, E. & Nyyssölä, K. (Eds.) Oppiminen ja pedagogiset käytännöt varhaiskasvatuksesta perusopetukseen.
  • Järvelä, S., Hurme, T-R & Järvenoja, H. (2011). Self-regulation and motivation in computer supported collaborative learning environments (pp. 330-345). In Ludvigsen, S., Lund, A., Rasmussen, I. & Säljö, R. (Eds.). Learning across sites. New tools, infrastructures and practices. Oxford: Routledge.
  • Hadwin, A., Järvelä, S. & Miller, M. (2011) Self-regulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.). Handbook of Self-Regulation of Learning and Performance, pp. 65-84. New York: Routledge.
  • Järvelä, S. (2011). Socioemotional aspects of learning. Encyclopedia of Science of Learning. Norbert Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6, Springer.
  • Järvelä, S., Järvenoja, H., Simojoki, K., Kotkaranta, S. & Suominen, R. (2011). Miten opettajat ja oppilaat käyttävät teknologiaa koulun arjessa – oppimisteoreettinen arviointi. Teoksessa OPTEK- Opetusteknologia koulun arjessa.
  • Järvelä, S. (2010), Socioemotional Aspects of technology-supported learning. In: Penelope Peterson, Eva Baker, Barry McGaw, (Eds.), International Encyclopedia of Education, Volume 6, pp. 718-723. Oxford: Elsevier.
  • Järvelä, S. (2010). Social and emotional aspects of learning. Section editor in The International Encyclopedia of Education – Third Edition. Edited by B. McGaw, E.Baker & P. Peterson. Elsevier.
  • Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
  • Laru, J. & Järvelä, S. (2008).Collaborative Inquiry Learning Environment. Design Experiment with Distributed Face-to-Face and Mobile Scaffolds. In the Proceedings of the IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, pp. 225-227, at the Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education.
  • Laru, J. & Järvelä, S. (2008). Using web2.0 Software and Mobile Devices for Creating Shared Understanding among Virtual Learning Communities, In the Proceedings of the IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education, pp.228-230, at the Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education.
  • Järvelä, S., Laru, J. & Näykki, P. (2007). How people collaborate to learn in different contexts scaffolded by the mobile tools. In Arnedillo-Sánchez I, Sharples, M., Vavoula, G. (Eds). Proceedings of Beyond mobile learning workshop, CSCL Alpine Rendez-Vous Workshop, Villars, Switzerland, January 21.-23, 2007.
  • Järvenoja, H. & Järvelä, S. (2006). Emootioiden ja motivaation säätely oppimisprosessin aikana (Emotion and motivation regulation in learning). In S. Järvelä, P. Häkkinen & E. Lehtinen (Eds.) Oppimisen teoria ja teknologian opetuskäyttö, pp.85-97. WSOY.
  • Leinonen, P. , Järvelä, S. & Häkkinen, P. (2006). Yhteisöllinen oppiminen ja tietoisuustyökalut hajautetun tiimityön kontekstissa (Collaborative learning and awareness tools in distributed team context). In H. Hänninen & H. Toiviainen (Eds.), Oppiminen ja Työ: Rajojen ylittäminen työelämässä.
  • Näykki, P. & Järvelä, S. (2006). Using a mobile concept map tool to support collaborative knowledge construction. – Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments. In G. Clarebout & J. Elen (Eds.), pp. 393-403. Rotterdam, Sense.
  • Leinonen, P. & Järvelä, S. (2006). Visualization tool as a catalyst for interpersonal evaluation of knowledge. –Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments. In G. Clarebout & J. Elen (Eds.), pp. 185-195. Rotterdam, Sense.
  • Bluemink, J & Järvelä, S. (2006). What does the students tell about the process of collaboration in a 3D multiplayer game. – Avoiding simplicity, confronting complexity: Advances in studying and designing (computer- based) powerful learning environments. In G. Clarebout & J. Elen (Eds.), pp. 371-380. Rotterdam, Sense.
  • Järvelä, S. (2006) Personalised learning? New insight into fostering learning capacity. OECD report (pp. 31-4). ISBN 92-64-03659-8.
  • Bluemink, J. & Järvelä, S. (2006). Group dynamics in a collaborative multiplayer game. – Proceedings of the workshop on human centered technology HCT06, June 11-13, 2006, Pori, Finland. In J. Multisilta & H. Haaparanta (Eds.). Tampereen University of Technology, Pori publications, 6, pp. 163-171.
  • Mäkitalo, K., Pöysä, J., Järvelä, S., & Häkkinen, P. (2005). Mechanisms of grounding processes in online conferences: A case study in teacher education. In R. Nata (Ed.), Issues in Higher Education (pp. 115-146). New York: Nova Science.
  • Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
  • Hämäläinen, R., Bluemink, J., Häkkinen, P. & Järvelä, S. (2005). 3D-verkkopelien mahdollisuuksia yhteisöllisessä oppimisessa: Sosiaalinen toimintaseikkailu yhteisöllisten taitojen kehityksen tukena (Social adventure game for developing collaborative learning skills). In S. Tella , H. Ruokamo & R. Smeds (Eds.). Opetus, opiskelu, oppiminen. Tieto- ja viestintätekniikka tiederajat ylittävissä konteksteissa. Lapin yliopiston kasvatustieteellisiä julkaisuja 12, pp. 191-206. Rovaniemi: Lapin yliopistopaino.
  • Hämäläinen, R., Häkkinen, P., Järvelä, S. & Manninen, T. (2005). Computer-Supported Collaboration in a Scripted 3-D Game Environment. In T. Koschmann, D. Suthers, & T. -W. Chan (Eds.), Computer Supported Collaborative Learning 2005: The Next 10 Years (504-508). Mahwah, NJ: Lawrence Erlbaum.
  • Järvelä, S. & Järvenoja, H. (2004). Students’ motivation in technology-supported environments – aspects of self-regulation and volition. In Wosnitza, M., Frey, A., & Jäger, R. S. (Eds.), Lernprozess, Lernumgebung und Lerndiagnostic. Wissenschaftliche Beiträge zum Lernen im 21 Jahrhundert. [Learning Process, Learning Environment and Learning Diagnostics. Scientific contributions to Learning in the 21st century. Festschrift in honour of Prof. Dr. Peter Nenniger’s 60th birthday.] (pp. 139-149). Landau: VEP.
  • Järvelä, S., Häkkinen, P., Arvaja, M. & Leinonen, P. (2004). Instructional support in CSCL. In J-W Strijbos, P. Kirchner and R. Martens (Eds.) What we know about CSCL And implementing it in higher education (pp. 115-139). New York: Kluwer.
  • Laru, J., Järvelä, S. (2003). Applying Wireless Technology For Coordinating Collaboration In Distributed University Teachers’ Team. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 77-79. Dordrecht: Kluwer.
  • Häkkinen, P., Järvelä, S., & Mäkitalo, K. (2003). Sharing perspectives in virtual interaction: Review of methods of analysis. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 395-404). Dordrecht: Kluwer.
  • Niemivirta, M. & Järvelä, S. (2003). Tools for Life-Long Learning: The Growing Emphasis on Learning-to-Learn Competences and ICT in Adolescence Education in Finland In Pajares, F. & Urdan, T. (Eds.) Volume III of Adolescence and Education: An International Perspective (pp. 123- 146) Greenwich: Information Age Publishing.
  • Järvelä, S. & Häkkinen, P. (2002). Levels of Web-based communication. In H. van Oostendorp (Ed.). Cognition in a Digital World (pp. 77-95). Lawrence Erlbaum.
  • Mäkitalo, K. Häkkinen, P., Salo, P. & Järvelä, S. (2002). Building and Maintaining Common ground in Web-based Interaction. In the Proceeding of “Foundations for a CSCL Community” CSCL conference, Boulder, Colorado, USA. Hillsdale, NJ: Lawrence Erlbaum.
  • Hakkarainen, K., Lipponen, L., & Järvelä, S. (2002). Epistemology of inquiry and computer-supported collaborative learning. In T. Koschmann, N. Miyake, & R. Hall (Eds.), CSCL2: Carrying Forward the Conversation (pp.129-156). Mahwah, NJ: Erlbaum.
  • Salovaara, H. & Järvelä, S. (2001). CSCL in secondary school literature class – Focus on students’ strategic actions (pp. 537-544). In Dillenbourg, P., Eurelings, A. & Hakkarainen, K. (Eds.) Proceedings of the European Perspectives on Computer -Supported Collaborative Learning (pp. 445-453). University of Maastricht.
  • Salovaara, H., Salo, P., Rahikainen, M., Lipponen, L., & Järvelä, S. (2001). Developing technology-supported inquiry practices in two comprehensive school classrooms. In C. Montgomerie & J. Viteli (Eds.), Proceedings of EdMedia 2001, Norfolk, USA, Association for the Advancement of Computing in Education.
  • Häkkinen, P., Järvelä, S. & Byman, A. (2001). Sharing and making perspectives in web-based conferencing. In Dillenbourg, P., Eurelings, A. & Hakkarainen, K. (Eds.) Proceedings of the European Perspectives on Computer -Supported Collaborative Learning (pp. 285-292). University of Maastricht.
  • Salo, P. & Järvelä, S. (2001). What is the role of an individual student in a process of networked collaboration? In P. Dillenbourg, A. Eurelings & Hakkarainen, K. (Eds.). Proceedings of Europen Perspectives on Computer-Supported Collaborative Learning, March 22-24, 2001, pp. 720-721. Universiteit Maastricht.
  • Mäkitalo K., Salo, P., Häkkinen, P. & Järvelä, S. (2001). Analysing the mechanism of common ground in collaborative web-based interaction. In Dillenbourg, P., Eurelings, A. & Hakkarainen, K. (Eds.) Proceedings of the European Perspectives on Computer -Supported Collaborative Learning (pp. 445-453). University of Maastricht.
  • Hurme, T-R. & Järvelä, S. (2001). Metacognitive processes in problem solving with CSCL in Mathematics. In Dillenbourg, P., Eurelings, A. & Hakkarainen, K. (Eds.) Proceedings of the European Perspectives on Computer -Supported Collaborative Learning (pp. 301 -307). University of Maastrict.
  • Järvelä, S., Salonen P. & Lepola, J. (2001). Dynamic assessment as a key to understanding student motivation in a classroom context. In P. Pintrich & M. Maehr (Eds.) Advances in Research on Motivation: New Directions in Measures and Methods (Vol 12 pp. 217-240). Greenwich :Elsevier.
  • Järvelä, S. & Niemivirta, M. (2001). Motivation in context: challenges and possibilities in studying the role of motivation in new pedagogical cultures. In S. Volet and S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp.105-127). London: Pergamon/Elsevier.
  • Järvelä, S. (2001). Shifting research on motivation and cognition to an integrated approach on learning and motivation in context. In S. Volet and S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 3-14). London: Pergamon/Elsevier.
  • Järvelä, S. (2001).Technology and learning: Getting the story out. In LeBaron, J. F & Collier, C. (eds.) New Directions for School Leadership (pp. 43-57). San Francisco: Jossey Bass.
  • Rahikainen, M, Järvelä, S. & Salovaara, H. (2000). Motivational Processes in CSILE-based Learning. In B. J. Fishman & S.F. O’ Conner-Divelbiss (Eds.), Facing the challenges of complex real-world settings. Proceedings of the International Conference for Learning Sciences (pp. 50-51). Hillsdale, NJ: LEA.
  • Häkkinen, P., Järvelä, S. & Dillenbourg, P. (1999). REFLEX- Group Reflection tools for developing virtual distributed expert community. In proceedings of the International conference on Learning Sciences, June 14-17, 2000, Michigan, USA.
  • Järvelä, S. & Häkkinen, P. (1999). Levels of Web-based discussion: Theory of perspective-taking as a tool for analysing interaction. In proceedings of the International conference on Learning Sciences, June 14-17, 2000, Michigan, USA.
  • Hakkarainen, K. & Järvelä, S. (1999). Tieto- ja viestintätekniikka asiantuntijaksi oppimisen tukena (How information and communication technology can support learning to be an expert, in Finnish). In A. Eteläpelto & P. Tynjälä (Eds.) Asiantuntijaksi oppiminen. Työelämän ja koulutuksen näkökulmia, pp. 241-256. Porvoo: WSOY.
  • Järvelä, S. (1997). Tietokoneavusteinen intentionaalinen oppimisympäristö osana kemian tutkivaa oppimisympäristöä (Computer supported intentional learning environment in chemistry, in Finnish). Teoksessa E. Lehtinen (Ed.) Verkkopedagogiikka (s. 85-100) Helsinki: Edita.
  • Lehtinen, E., Enkenberg, J. & Järvelä, S. (1992, July) Constructing mental models of everyday automates. In proceedings of 25th International Congress of Psychology, 19.-24-7.1992, Brussels.

MONOGRAPHS

  • Baker, M., Andriessen, J. & Järvelä, S. (2013) (Eds.). Affective learning together. Social and Emotional dimension of collaborative learning. Routledge.
  • Vauras, M., Järvelä, S. & Kontu, K. (Eds.) (2008). Motivation in action. Proceedins of the 11th International Conference on Motivation. Multiprint: Turku, Finland.
  • Pöysä, J., Hurme, T-R, Launonen, A., Hämäläinen, T., Järvelä, S. & Häkkinen, P. (2007). Millaista on laadukas yhteisöllinen oppiminen verkossa? Osallistujalähtöinen näkökulma yhteisöllisen oppimisen ja toiminnan käytänteisiin Suomen virtuaaliyliopiston tieteenalaverkostojen verkkokursseilla. Suomen virtuaaliyliopiston julkaisusarja no. 3. Helsinki, Multiprint.
  • Kaisto, J., Hämäläinen, T. & Järvelä, S. (2007) Tieto- ja viestintätekniikan pedagoginen vaikuttavuus pohjoisessa Suomessa. Acta Universitatis Ouluensis Scientiae Rerum Socialium. ISBN 978-951-42-8677-3.
  • Järvelä, S., Häkkinen, P. & Lehtinen, E. (Eds.) (2006) Oppimisen teoria ja teknologian opetuskäyttö. WSOY.
  • Volet, S. & Järvelä, S. (2001) (Eds.). Motivation in learning contexts: Theoretical advances and methodological implications. London: Pergamon/Elsevier.
  • Järvelä, S. (1996). Cognitive apprenticeship model in a complex technology-based learning environment: Socioemotional processes in learning interaction. Doctoral Dissertation. Publications in Education no. 30, University of Joensuu, Joensuu, Finland.

OTHER PUBLICATIONS

  • Järvelä, S. (2006). Virtuaaliyliopiston vaikuttavuus – mitä se on ja miten sitä voisi arvioida? (How to evaluate teaching and learning in Virtual University?).Julkaistu 1.3.2006. SVY verkkosivuilla: http://www.virtuaaliyliopisto.fi/?node=vy_ajankohtaista_nyt_fin
  • Järvelä, S. (2005). Oppimisen teoriasta tukea tieto- ja viestintätekniikan pedagogiseen käyttöön (How learning theory based ideas can be applied to the pedagogical use of ICT, in finnish) (http://tievie.oulu.fi/verkkopedagogiikka/luku_7/verkkovuorovaikutus.htm ). Valtakunnallisen TieVie koulutyksen oppimateriaalia.
  • Järvelä, S. (2004). Mikä ohjaa oppijaa? Oppimisen motivaatioon voi vaikuttaa. Kaleva 3.10.2004 (What directs a learner? How to support learning motivation?, in Finnish, newspaper Kaleva).
  • Järvelä, S. & Häkkinen, P. (2004). How to make collaborative learning more successful ? – pedagogical promises and reality in ECOL research project. Learn- research programme publication, May, 2004, pp. 3-4.
  • Järvelä, S. (2003). Järki, tunteet ja teknologia. Aktuumi (5)9. (Cognition, emotions and technology, in Finnish).
  • Häkkinen, P., Mäkitalo, K., Taalas, P., Järvelä, S., Saarenkunnas, M., Leinonen, P. & Kuure, L. (2002). SHAPE-tutkimus: Verkostotyöskentelystä jaettuun tietoon?. In H. Turunen (ed.), ITK 2002, yhdessä uuteen oppimisen toimintakulttuuriin. Interaktiivinen tekniikka koulutuksessa 17.-19.4.2002 Hämeenlinna, (in Finnish).
  • Järvelä, S., Hurme, T.-R., Leinonen, P., Järvenoja, H. & Salovaara, H. (2002). Verkostoperustainen opppiminen ja opiskelu – Tutkimustuloksia oppimisen taidoista. In H. Turunen (ed.), ITK 2002, yhdessä uuteen oppimisen toimintakulttuuriin. Interaktiivinen tekniikka koulutuksessa 17.-19.4.2002 Hämeenlinna, (in Finnish).
  • Järvelä, S. (2001). Nyt puhutaan e-oppimisesta. Kaleva 19.12.2001 (E-learning is topical, in Finnish, newspaper Kaleva).
  • Järvelä, S. (2000). Onko virtuaaliyliopisto todellinen? Kaleva 29.4.2000. (Is the virtual university real?, in Finnish, newspaper Kaleva)
  • Järvelä, S. & Sariola, J. (2000). Oppimisen uudet ympäristöt – perusteita ja suosituksia oppimisympäristöjen kehittämiseen ja tutkimukseen. Opetuksen, tutkimuksen ja kulttuurin tietoyhteiskuntaneuvottelukunnan keskustelumuistioita (OTKULTTI)10, Opetusministeriö.
  • Järvelä, S. (1999). Oppiminen verkostoympäristöissä. Yliopistotieto 4/99.
  • Järvelä, S. (1999). Oppimisen uudet ympäristöt – tietostrategian linjauksia oppimisympäristötutkimukselle. Kaleva, August, 1999. (The new environments for learning – views for the learning environment research, in Finnish, newspaper Kaleva)
  • Järvelä, S., Kuure, L., Saarenkunnas, M., Taalas, P. & Salovaara, H. (1999). Vierekkäin verkossa: pedagogisia malleja verkkotyöskentelyyn. Teoksessa Horila, M. (toim.) ITK, Täällä tietoyhteiskunnan alla. Interaktiivinen teknologia koulutuksessa. Hämeen kesäyliopiston julkaisuja, sarja B (s. 49-51).
  • Järvelä, S. & Lipponen, L. (1999). Yhteisöllisen oppimisympäristön pedagogisen kehittämisen haasteita. Teoksessa Horila, M. (toim.) ITK, Täällä tietoyhteiskunnan alla. Interaktiivinen teknologia koulutuksessa. Hämeen kesäyliopiston julkaisuja, sarja B (s. 42-43).
  • Järvelä, S. (1998). Miten tietoverkkojen ja tietotekniikan opetuskäytön laatua voidaan kehittää kaikilla koulutuksen asteilla ja opettajien koulutuksen avulla? Opetuksen, tutkimuksen ja kulttuurin tietoyhteiskuntaneuvottelukunnan keskustelumuistioita (OTKULTTI) 6, Opetusministeriö.
  • Järvelä, S. (1997). Kuinka tieto- ja viestintätekniikka edistää oppimista? Kaleva, December, 1997. (How information technology assists learning?, in Finnish, newspaper Kaleva).
  • Järvelä, S. (1997). Teknologia ja oppiminen – oppimisprosessin ulottuvuudet eri ympäristöissä. Kirjoitus Uutisia-palstalla. Kasvatus 28 (4), 395-398.
  • Järvelä, S. & Kaartinen, S. (1996). Oppiminen ja asiantuntijuus -teknologiaan perustuvat oppimisympäristöt kouluoppisen tukena. Kaleva, March, 1996 (Technology-based learning environments in school learning, in Finnish, newspaper Kaleva).
  • Järvelä, S. (1995). The development of students’ motivational orientation and socioemotional processes in a complex technology-based learning environment. Technical reports No TOTY-P3-1995-1, University of Joensuu, Research and Development Center for Information Technology in Education.
  • Järvelä, S. (1993). Cognitive apprenticeship method in a technologically rich learning environment: socioemotional processes in learning interaction. Unpublished Licensiate Thesis, University of Joensuu.

INTERNATIONAL INVITED ADDRESSES

  • Järvelä, S. (2016). Big data from a little person – using multimodal data for understanding
     regulation of learning. Learning Analytics and Knowledge (LAK) conference, Vancouver, 13-17, March, 2017.
  • Järvelä, S. (2014). Learning in and for the 21st century – a challenge for schools?
    Finnish perspective.
    Keynote at the ITEM conference, London, 21-22 January 2014.
  • Järvelä, S. (2014). Promoting 21st century learning skills for higher education success. Keynote at the NU 2014 (Swedish Higher Education conference), Umeå University 9.10.2014.
  • Järvelä, S. (2013). Socially shared regulation of learning. Preparing teachers and students to the 21st century learning. Invited address at the Kennisnet conference, Haag, The Netherlands, April, 2013.
  • Järvelä, S. (2011). Advances in technology enhanced learning: From self-regulation to socially shared regulation of learning” at the Fachgruppentagen Pädagogishe Psychologie der DGPs 14th September in Erfurt University, Germany, 2011
  • Järvelä, S. (2009). Researching the regulation of learning and motivation in socially shared technology enhanced learning contexts. University of Victoria, Canada, 27th January, 2009.
  • Järvelä, S. (2008). Social aspects of self-regulated learning: Theoretical and methodological perspectives. University of Barcelona, Spain, April, 2008.
  • Järvelä, S. (2008). Learning sciences in teacher education and schools. Vaxjö University, Sweden, 13th March, 2008.
  • Järvelä, S. (2007). Socially constructed SRL: Strategic regulation of learning and motivation in TEL. Invited address at the Taconet Conference, October 5th, Amsterdam, The Netherlands.
  • Järvelä, S. (2004) Motivation in CSCL: What type of context does it provide for student motivation and learning? Invited address in Kaleidoscope NoE CSCL SIG Symposium, October 7 th – 9th, Lausanne, Switzerland
  • Järvelä, S. (2004) Personalized learning? – New insights into fostering learning capacity Invited address in Personalized learning conference organized by Innovation Unit, DfES, CERI, OECD, 17-18 May, 2004 London, UK.
  • Järvelä, S. (2003). Theoretical and methodological approaches for analysing virtual learning and interaction. Learning by Dialogues conference. Malmö University, 10.-11.12.2003, Malmö, Sweden.
  • Järvelä, S. (2003). Motivation in technology-based learning context. Invited address at 10th European Association for Research on Learning and Instruction (EARLI) conference. August 26-30, Padova, Italy.
  • Järvelä, S. (2002). Current ideas of motivation. How should we organize learning? An invited address in State of the Art conference, Karolinska Institut 17.-18.10.2002, Sweden.
  • Järvelä, S. (2001). Sharing and constructing perspectives in virtual learning. A paper presented at the Open University, Institute of Educational Technology, Computers and Learning Research Group seminar, 5.5.2001, Milton Keynes, UK.
  • Järvelä, S. (2001). Is virtual learning real? Analysing the level of web-based discussion. A paper presented at the School of Education seminar, 15.3.2001, University of Bristol, Bristol, UK.
  • Järvelä, S. (2001). Challenges and possibilities of studying the role of motivation in new pedagogical cultures. A paper presented at the Science and Technology Seminar, 1.3.2001, King’s College London, School of Education, London, UK

 

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