ERIC Number: EJ1156057
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Does Documenting the Regulation Process on a Blog Enhance Pre-Service Teachers' Self- and Co-Regulation in a Collaborative Project?
Cho, Moon-Heum; Lim, Seongmi; Lee, Kyeonghwa
Australasian Journal of Educational Technology, v33 n4 p166-179 2017
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.
Descriptors: 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
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: firstname.lastname@example.org; Web site: https://ajet.org.au/index.php/AJET
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: South Korea
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A