Online Learning Journals as an Instructional and Self-Assessment Tool for Epistemological Growth

Autor/inn/en	Brett, Clare; Forrester, Bruce; Fujita, Nobuko
Titel	Online Learning Journals as an Instructional and Self-Assessment Tool for Epistemological Growth
Quelle	In: Canadian Journal of Learning and Technology, 35 (2009) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Electronic Learning; Educational Technology; Epistemology; Pretests Posttests; Graduate Students; Student Journals; Student Development; Scaffolding (Teaching Technique); Student Evaluation; Self Evaluation (Individuals); Student Characteristics; Metacognition; Reflection; Foreign Countries; Content Analysis; Student Attitudes; College Instruction; Instructional Design; Computer Software; Computer Assisted Instruction; Computer Mediated Communication; Discussion Groups; Asynchronous Communication; Questioning Techniques; Instructional Effectiveness; Teleconferencing; Online Courses; Distance Education; Canada + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Erkenntnistheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenzeitung; Schulnote; Studentische Bewertung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Inhaltsanalyse; Schülerverhalten; Hochschullehre; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Befragungstechnik; Fragetechnik; Unterrichtserfolg; Telekonferenz; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Kanada
Abstract	This study looked at the instructional and assessment effects of using learning journals in three distance asynchronous computer conferencing courses (n = 18, n = 16, n = 17). The instructor used a design-research methodology: each iteration of the course involved modifications to how learning journals were used based on analyses of the responses and results from the preceding course. Modifications included: a) use of orienting questions; b) question content, c) journal assessment and d) amount of scaffolding. Protocols were analyzed with a view to characterizing students' epistemic cognition from two perspectives: belief mode (rationalist epistemology, self analysis, norms of inquiry to defend competing beliefs) and design mode (knowledge building epistemology, collective responsibility, norms of inquiry to support idea improvement and explanatory coherence). Changes in metacognitive reflection and learning journal activity were related to measures of learning. As a pedagogical tool, learning journals with directed questions (scaffolding) encouraged self-awareness of learning and epistemological reflection. (Contains 1 table and 1 footnote.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10