Elementary Students' Affective Variables in a Networked Learning Environment Supported by a Blog: A Case Study

Autor/inn/en	Allaire, Stéphane; Thériault, Pascale; Gagnon, Vincent; Lalancette, Evelyne
Titel	Elementary Students' Affective Variables in a Networked Learning Environment Supported by a Blog: A Case Study
Quelle	In: Canadian Journal of Learning and Technology, 39 (2013) 3, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Foreign Countries; Elementary School Students; Web Sites; Electronic Publishing; Predictor Variables; Writing Skills; Correlation; Self Determination; Reader Response; Reader Text Relationship; Statistical Analysis; Qualitative Research; Student Motivation; Information Technology; Comparative Analysis; Computer Networks; Self Concept; Pretests Posttests; Student Attitudes; Student Interests; Affective Behavior; Case Studies; Canada + Suchen Sie Ihr Suchwort? Ausland; Web-Design; Elektronisches Publizieren; Prädiktor; Writing skill; Schreibfertigkeit; Korrelation; Selbstbestimmung; Leserbrief; Statistische Analyse; Qualitative Forschung; Schulische Motivation; Informationstechnologie; Computernetz; Computernetze; Kommunikationsnetz; Selbstkonzept; Schülerverhalten; Studieninteresse; Affective disturbance; Active behaviour; Affektive Störung; Case study; Fallstudie; Case Study; Kanada
Abstract	This study documents to what extent writing on a blog in a networked learning environment could influence the affective variables of elementary-school students' writing. The framework is grounded more specifically in theory of self-determination (Deci & Ryan, 1985), relationship to writing (Chartrand & Prince, 2009) and the transactional theory of Rosenblatt (1991). The research team used both pre and post-tests to measure affective variables and the analysis was conducted on the basis of inferential and correlational statistics using SPSS 17®. Qualitative analysis is also used to identify writing intents and topics of blog posts. Results indicate an increase in motivation to write in pupils who used the blog, whereas the number of comments made per post did not seem to have any definitive impact on this subject. (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