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Self‐Regulated Learning and Open Writing

Self‐Regulated Learning and Open Writing In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self‐regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog. The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self‐regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students’ reflection on both their own learning and access to other’s reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self‐regulation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Education Wiley

Self‐Regulated Learning and Open Writing

BAGGETUN, RUNE; WASSON, BARBARA
European Journal of Education , Volume 41 (3‐4) – Sep 1, 2006
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References (25)

Publisher
Wiley
Copyright
Copyright © 2006 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0141-8211
eISSN
1465-3435
DOI
10.1111/j.1465-3435.2006.00276.x
Publisher site
See Article on Publisher Site

Abstract

In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self‐regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog. The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self‐regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students’ reflection on both their own learning and access to other’s reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self‐regulation.

Journal

European Journal of Education – Wiley

Published: Sep 1, 2006

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