The Educational Affordances of Blogs for Self-Directed Learning

Autor/in	Robertson, Judy
Titel	The Educational Affordances of Blogs for Self-Directed Learning
Quelle	In: Computers & Education, 57 (2011) 2, S.1628-1644 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.03.003
Schlagwörter	Web Sites; Electronic Publishing; Computer Science Education; Diaries; Social Environment; Thinking Skills; Student Projects; Cognitive Processes; Learner Controlled Instruction; Group Activities; Computer Mediated Communication; Computer Assisted Instruction; Instructional Design; College Students; College Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Web-Design; Elektronisches Publizieren; Computer science lessons; Informatikunterricht; Diary; Tagebuch; Soziales Umfeld; Denkfähigkeit; Schulprojekt; Cognitive process; Kognitiver Prozess; Gruppenaktivität; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Collegestudent; Hochschullehre; Unterrichtserfolg
Abstract	To be successful university learners, students need to develop skills in self-directed learning. This encompasses a range of cognitive and meta-cognitive skills including generating one's own learning goals, planning how to tackle a problem, evaluating whether learning goals have been met, and re-planning based on this evaluation. The educational affordances of blogs offer opportunities for students to become self-directed learners in a supportive social environment. Based on qualitative analysis of design diaries written by 113 computer science students about a creative project, this paper presents a framework of the ways in which blogging activities can assist groups of students and their teachers in the development of a range of cognitive, social and self-directed learning skills. Although the students in this study used the commenting feature of blogs effectively for the purpose of praising and encouraging their peers, and giving hints and tips for solving problems, they did not coach each other on higher order skills. The paper discusses how this could be achieved in order to extend the educational value of blogging within a university learning community. (Contains 12 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10