Does documenting the regulation process on a blog enhance pre-service teachers' self- and co-regulation in a collaborative project?

Moon-Heum Cho, Seongmi Lim, Kyeonghwa Lee

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and examined whether such documentation enhanced students' self-regulation and co-regulation skills while working on a collaborative project. The results indicate that students improved both their self- and co-regulation skills significantly and they were highly satisfied with their experiences in the collaborative task. In addition, the content analysis performed on the documented regulation reveals that students engaged in diverse types of regulation processes through social interaction with group members. A discussion of teaching and learning strategies when using a blog in a collaborative task is included in this paper.

Original languageEnglish (US)
Pages (from-to)166-179
Number of pages14
JournalAustralasian Journal of Educational Technology
Volume33
Issue number4
DOIs
StatePublished - Jan 1 2017
Externally publishedYes

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weblog
regulation
teacher
student
regulation theory
experience
teaching strategy
self-regulation
learning strategy
group membership
documentation
content analysis
interaction

ASJC Scopus subject areas

  • Education

Cite this

Does documenting the regulation process on a blog enhance pre-service teachers' self- and co-regulation in a collaborative project? / Cho, Moon-Heum; Lim, Seongmi; Lee, Kyeonghwa.

In: Australasian Journal of Educational Technology, Vol. 33, No. 4, 01.01.2017, p. 166-179.

Research output: Contribution to journalArticle

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