Finnish vocational education and training (VET) students’ perceptions of the joy of studying in an online learning environment

References

• Abdull Mutalib, A. A., Md Akim, A., & Jaafar, M. H. (2022). A systematic review of health sciences students’ online learning during the COVID-19 pandemic. BMC Medical Education, 22(1), 1–444. https://doi.org/10.1186/s12909-022-03579-1
   PubMedGoogle Scholar
• Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24(4), 321–334. https://doi.org/10.1080/07294360500284672
   Google Scholar
• Åkerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115–127. https://doi.org/10.1080/07294360.2011.642845
   Web of Science ®Google Scholar
• Åkerlind, G. S. (2022). Critique of the article, ‘theoretical foundations of phenomenography: A critical review’. Higher Education Research & Development, 42(6), 1299–1308. https://doi.org/10.1080/07294360.2022.2142535
   Web of Science ®Google Scholar
• Alzain, H. A. (2019). The role of social networks in supporting collaborative e-learning based on connectivism theory among students of PNU. Turkish Online Journal of Distance Education, 20(2), 46–63. https://doi.org/10.17718/tojde.557736
   Web of Science ®Google Scholar
• Anđić, B., Ulbrich, E., Dana-Picard, T., Cyjeticanin, S., Petrovic, F., Lavicza, Z., & Maricic, M. (2023). A phenomenography study of STEM teachers’ conceptions of using three-dimensional modeling and printing (3DMP) in teaching. Journal of Science Education and Technology, 32(1), 45–60. https://doi.org/10.1007/s10956-022-10005-0
   Web of Science ®Google Scholar
• Ayene, M., Krick, J., Damitie, B., Ingerman, A., & Thacker, B. (2019). A holistic picture of physics student conceptions of energy quantization, the photon concept, and light quanta interference. International Journal of Science and Mathematics Education, 17(6), 1049–1070. https://doi.org/10.1007/s10763-018-9906-y
   Web of Science ®Google Scholar
• Bączek, M. M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of polish medical students. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821
   PubMed Web of Science ®Google Scholar
• Csíkszentmihályi, M. (2008). Flow: The psychology of optimal experience. Harper Perennial.
   Google Scholar
• Danchikov, E. A., Prodanova, N. A., Kovalenko, Y. N., & Bondarenko, T. G. (2021). The potential of online learning in modern conditions and its use at different levels of education. Linguistics & Culture Review, 5(S1), 578–586. https://doi.org/10.21744/lingcure.v5nS1.1442
   Google Scholar
• Eades, J. M. F., Proctor, C., & Ashley, M. (2013). Happiness in the classroom. In S. A. I. Boniwell (Ed.), Oxford handbook of happiness (pp. 571–591). Oxford Academic. https://doi.org/10.1093/oxfordhb/9780199557257.013.0044
   Google Scholar
• Fredrickson, B. (2001). The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
   PubMed Web of Science ®Google Scholar
• Harris, L. R. (2011). Phenomenographic perspectives on the structure of conceptions. Educational Research Review, 6(2), 109–124. https://doi.org/10.1016/j.edurev.2011.01.002
   Web of Science ®Google Scholar
• Heuberger, R., & Clark, W. (2019). Synchronous delivery of online graduate education in clinical nutrition: An inquiry into student perceptions and preferences. Journal of Allied Health, 48(1), 61–66. https://www.proquest.com/scholarly-journals/synchronous-delivery-online-graduate-education/docview/2193091870/se-2
   PubMedGoogle Scholar
• Huusko, M., & Paloniemi, S. (2006). Fenomenografa laadullisena tutkimussuuntauksena kasvatustieteissä [phenomenography as a qualitative research approach in education sciences]. Kasvatus, 37(2), 162–173.
   Google Scholar
• Iamsen, S., Pinchinda, P., Jitsupa, J., & Keesookpun, B. (2022). Study of happiness with online learning in COVID-19 among the students at Suan Dusit University, Thailand. International Education Studies, 15(6), 39–51. https://doi.org/10.5539/ies.v15n6p39
   Google Scholar
• Jackson, S., & Csíkszentmihályi, M. (2000). Flow och idrott. Flow in sports. The keys to optimal experiences and performances. Brain Books.
   Google Scholar
• Kassara, H. (2017). Ilo hoitotyön ammatin opiskelussa [ Academic dissertation]. University of Tampere. https://urn.fi/URN:ISBN:978-952-03-0601-4
   Google Scholar
• Katajisto, M., Wenström, S., & Uusiautti, S. (2022). Positive hustle to student counselors´ perceptions of implementing a new strengths-based student guidance method. International Journal of Innovation and Research in Educational Sciences, 9(2), 111–125. http://ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_1920_FINAL.pdf
   Google Scholar
• Kettunen, J., & Tynjälä, P. (2018). Applying phenomenography in guidance and counselling research. British Journal of Guidance & Counselling, 46(1), 1–11. https://doi.org/10.1080/03069885.2017.1285006
   Web of Science ®Google Scholar
• Kettunen, J., & Tynjälä, P. (2022). Bridging the gap between research and practice: Using phenomenographic findings to develop training for career practitioners. International Journal for Educational and Vocational Guidance, 22(1), 247–262. https://doi.org/10.1007/s10775-021-09483-2
   Web of Science ®Google Scholar
• Khan, M. S., Abdou, B., Kettunen, J., & Gregory, S. (2019). A phenomenographic research study of students’ conceptions of mobile learning: An example from higher education. SAGE Open, 9(3), 215824401986145. https://doi.org/10.1177/2158244019861457
   Web of Science ®Google Scholar
• Khan, T., & Thomas, S. (2022). Promoting positive education through constructivist digital learning heutagogy: An intervention outcome. Journal of Learning for Development, 9(2), 305–316. https://doi.org/10.56059/jl4d.v9i2.646
   Google Scholar
• Leskisenoja, E., & Uusiautti, S. (2017). How to increase joy at school? Findings from positive-psychological intervention at a Northern-Finnish school. Education in the North, 24(2), 36–55. https://www.abdn.ac.uk/eitn/journal/534/
   Google Scholar
• Lipponen, K. (2015). Positiivinen psykologia ja ratkaisukeskeisyys psykoterapiassa [Positive psychology and solution orientation in psychotherapy. In L. Uusitalo-Malmivaara (Ed.), Positiivisen psykologian voima (pp. pp. 180–223). PS-kustannus.
   Google Scholar
• Lou, J., & Xu, Q. (2022). The development of positive education combined with online learning: Based on theories and practices. Educational Psychology, 13. https://doi.org/10.3389/fpsyg.2022.952784
   Google Scholar
• Lyly-Yrjänäinen, M., Selander, K., & Alasoini, T. (2023). Jatkuva oppiminen työorganisaatiossa: Mitkä keinot ovat tärkeitä ja miten oppiminen toteutuu? [Continuous learning in work organization: Which methods are important how does learning emerge?]. Työterveyslaitos. https://urn.fi/URN:ISBN:978-952-391-094-2
   Google Scholar
• Marton, F. (1981). Phenomenography: Describing conceptions of the world around us. Instructional Science, 10(2), 177–200. https://doi.org/10.1007/BF00132516
   Web of Science ®Google Scholar
• Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum.
   Google Scholar
• Moore, R. (2020). Developing lifelong learning with heutagogy: Contexts, critiques, and challenges. Distance Education, 41(3), 381–401. https://doi.org/10.1080/01587919.2020.1766949
   Web of Science ®Google Scholar
• Munandar, H., Putran, D., Putra, D. A., & Nilam, N. (2022). The relationship between positive thinking, social support, and students’ psychological well-being during online learning. Journal of Education and Counseling Psychology, 8(1), 7–15. https://doi.org/10.26858/jppk.v8i1.24274
   Google Scholar
• Ojanen, M. (2014). Positiivinen psykologia. Bookwell.
   Google Scholar
• Paakkari, L. (2012). Widening horizons. A phenomenographic study of student teachers’ conceptions of health education and its teaching and learning [ Academic dissertation]. University of Jyväskylä.
   Google Scholar
• Paul, J. R., & Tansy, J. (2020). A phenomenographic study of research informed teaching through the eyes of masters’ students. Studies in Higher Education, 45(4), 847–861. https://doi.org/10.1080/03075079.2018.1554640
   Web of Science ®Google Scholar
• Rantala, T. (2005). Oppimisen iloa etsimässä: Kokemuksen etnografiaa alkuopetuksessa [ Academic dissertation]. University of Lapland.
   Google Scholar
• Rantala, T., & Määttä, K. (2012). Ten Theses of the joy of learning at primary schools. Early Child Development and Care, 182(1), 87–105. https://doi.org/10.1080/03004430.2010.545124
   Google Scholar
• Sajaniemi, N. (2023). Ihminen voi hyvin joukossa [A human being is well-being within a group. In L. Uusitalo (Ed.), Positiivisen psykologian voima (pp. pp. 155–175). PS-Kustannus.
   Google Scholar
• Seligman, M. (2011). Flourish. A visionary new understanding of happiness and well-being. Nicholas Brealey Publishing.
   Google Scholar
• Sin, S. (2010). Considerations of quality in phenomenographic research. International Journal of Qualitative Methods, 9(4), 305–319. https://doi.org/10.1177/160940691000900401
   Web of Science ®Google Scholar
• Smith, C. (2022). Socio-constructivist pedagogy in physical and virtual spaces: The impacts and opportunities on dialogic learning in creative disciplines. Architecture_mps, 22(1). https://doi.org/10.14324/111.444.amps.2022v22i1.001
   Web of Science ®Google Scholar
• Straub, J., & Maynes, N. (2021). Rigorous phenomenography: A conceptual model. Journal of Studies in Education, 11(2), 71–86. https://doi.org/10.5296/jse.v11i2.18496
   Google Scholar
• Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist, 18(2), 136–147. https://doi.org/10.1027/1016-9040/a000143
   Web of Science ®Google Scholar
• Vuori, J. (2021). Vapautta, vastuuta, valtaa: Fenomenografinen tutkimus itseohjautuvuudesta [Freedom, responsibility, power: A phenomenographic research on self-direction]. Työelämän Tutkimus, 19(3), 348–372. https://doi.org/10.37455/tt.98465
   Google Scholar
• Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71–87. https://doi.org/10.1080/01587910802004852
   Web of Science ®Google Scholar