Literaturnachweis - Detailanzeige
| Autor/inn/en | Nuckles, Matthias; Schwonke, Rolf; Berthold, Kirsten; Renkl, Alexander |
|---|---|
| Titel | The Use of Public Learning Diaries in Blended Learning |
| Quelle | In: Journal of Educational Media, 29 (2004) 1, S.49-66 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-1651 |
| Schlagwörter | Computer Software; Diaries; Higher Education; Writing Processes; Scaffolding (Teaching Technique); Peer Evaluation; Metacognition; Teaching Methods; Critical Thinking; Retention (Psychology); Writing (Composition) |
| Abstract | Learning diaries--as we employ them--are students' written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is 'tutored' by a computer program: eHELp supports the writing of sophisticated learning diaries through a modelling and scaffolding of the phases of planning, production and revision. In addition, the learning diaries get published--by uploading them in a cooperation platform--so that the learners can read and discuss their peers' diaries. The main function of such public learning diaries is to enrich traditional university courses (Blended Learning) with additional elaborative, organisational, critical reasoning, and metacognitive activities in order to foster a deeper processing and better retention of the contents to be learnt. We would like to present the educational rationale of our approach and report the findings of corresponding empirical studies. (Author). |
| Anmerkungen | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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