Literaturnachweis - Detailanzeige
| Autor/inn/en | Michailidis, Nikolaos; Kapravelos, Efstasthios; Tsiatsos, Thrasyvoulos |
|---|---|
| Titel | Examining the Effect of Interaction Analysis on Supporting Students' Motivation and Learning Strategies in Online Blog-Based Secondary Education Programming Courses |
| Quelle | In: Interactive Learning Environments, 30 (2022) 4, S.665-676 (12 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Michailidis, Nikolaos) ORCID (Tsiatsos, Thrasyvoulos) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2019.1678487 |
| Schlagwörter | Interaction Process Analysis; Student Motivation; Learning Strategies; Electronic Learning; Web Sites; Electronic Publishing; Programming; Cooperative Learning; Questionnaires; Foreign Countries; Junior High School Students; Greece; Motivated Strategies for Learning Questionnaire |
| Abstract | Students' skilful use of self-regulatory learning strategies is becoming fundamental to the advent of blog-based learning. Moreover, the use of Interaction Analysis (IA) in studying the learning dynamics in Computer-Supported Collaborative Learning (CSCL) activities is on the increase, particularly aiming to support participants by means of IA self-monitoring tools. Within this framework, the main objective of this study is to investigate the effect IA indicators have on students' motivational orientations and learning strategies. Utilizing a pre-/post-test design to examine the main research questions, the authors of this paper collected data from 91 secondary education students, including the Motivation Strategies for Learning Questionnaire (MLSQ), administered before and after the completion of online programming activity. Overall research results indicate that the presence of IA indicators enhance students' motivation and learning strategies with respect to several dimensions. These findings support our initial suggestion, namely that tracking blog-based interactions facilitates student's awareness, activating their metacognitive processes, and allowing thus students to self-regulate their activity. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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