Does Documenting the Regulation Process on a Blog Enhance Pre-Service Teachers' Self- and Co-Regulation in a Collaborative Project?

Autor/inn/en	Cho, Moon-Heum; Lim, Seongmi; Lee, Kyeonghwa
Titel	Does Documenting the Regulation Process on a Blog Enhance Pre-Service Teachers' Self- and Co-Regulation in a Collaborative Project?
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 4, S.166-179 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
DOI	10.14742/ajet.2996
Schlagwörter	Preservice Teachers; Metacognition; Electronic Publishing; Collaborative Writing; Student Attitudes; Cooperative Learning; Teaching Methods; Learning Strategies; Social Cognition; Social Media; Preschool Teachers; Teacher Education Programs; Foreign Countries; Questionnaires; Journal Writing; Goal Orientation; Peer Relationship; Feedback (Response); Pretests Posttests; Statistical Analysis; Content Analysis; South Korea; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elektronisches Publizieren; Schülerverhalten; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Soziale Kognition; Soziale Medien; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Fragebogen; Zeitschriftenaufsatz; Zielorientierung; Zielvorstellung; Peer-Beziehungen; Statistische Analyse; Inhaltsanalyse; Korea; Republik
Abstract	Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and examined whether such documentation enhanced students' self-regulation and co-regulation skills while working on a collaborative project. The results indicate that students improved both their self- and co-regulation skills significantly and they were highly satisfied with their experiences in the collaborative task. In addition, the content analysis performed on the documented regulation reveals that students engaged in diverse types of regulation processes through social interaction with group members. A discussion of teaching and learning strategies when using a blog in a collaborative task is included in this paper. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01