Computer Use in a Primary School: A Case-Study of Self-Regulated Learning
The notion of self-regulated learning (SRL) has been defined as the degree to which students are metacognitively, motivationally and behaviourally active participants in their own learning process. The objective of the present study was to explore the features of a computer-supported learning environment in primary school, with focus on metacognition, motivation, and behaviour. The data consisted of participant observations and interviews, collected within a 3-year case study of a computer project in a Swedish primary school. A content analysis of the data revealed 12 sub-themes; the sub-themes for metacognition were awareness of the processes in the learning environment, self-monitoring of the working process, planning, awareness of the relations between different leaning activities, and finally no benefit from the computer. For motivation the sub-themes were positive affect, negative affect, opportunities for choice making, work eagerness, and teacher demands. Finally, for behaviour the sub-themes were helpfulness and involvement.
KeywordsNegative Affect Primary School Learning Environment Group Interview Participant Observation
We would like to thank the anonymous reviewer and especially Professor Anastasia Efklides for their insightful and helpful comments on this chapter. We would also like to thank Professor Stefan Samuelsson, and Assistant Professors Anna-Lena Eriksson-Gustafsson and Ulla-Britt Persson, Linköping University, for their valuable comments on previous versions of this paper.
The order of the authors is arbitrary, equal responsibility is assumed.
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