NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1165969
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1436-4522
EISSN: N/A
Interaction Analysis for Supporting Students' Self-Regulation during Blog-Based CSCL Activities
Michailidis, Nikolaos; Kapravelos, Efstathios; Tsiatsos, Thrasyvoulos
Educational Technology & Society, v21 n1 p37-47 2018
Self-regulated learning is an important means of supporting students' self-awareness and self-regulation level so as to enhance their motivation and engagement. Interaction Analysis (IA) contributes to this end, and its use in studying learning dynamics involved in asynchronous Computer-Supported Collaborative Learning (CSCL) activities has rightfully increased in recent years. This paper presents a case study regarding the impact IA graphs have on students' self-regulation, during a blog-based learning activity. More specifically, 52 secondary education students--a control group (25 students without IA toolkit support) and an experimental group (27 students with IA toolkit support)--used a blog, as a communication and information management medium for creating Scratch games. The statistical analysis of their responses to the Self-Regulation Questionnaire, before and after the activity, indicates that IA graphs facilitated their self-regulation capacity. The results support the initial hypothesis, namely that IA constitutes an important module for self-regulation in CSCL settings, enhancing the collaborative learning activity.
International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A