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Students’ Self-Regulated Learning Through Online Academic Writing in a Course Blog

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Digital Technologies: Sustainable Innovations for Improving Teaching and Learning

Abstract

This chapter presents an investigation on students’ self-regulation practices associated with online academic writing and inquiry through blogging, in the context of a blended postgraduate course. The design framework of this particular intervention was determined by the assumption that online writing in course blogs could be a means of increasing students’ academic writing skills. The key aspects of students’ engagement, peer interaction, and reflection were directed by the principles of self-directed and self-regulated learning. Students’ contributions to the course blog were analyzed by using two schemas, i.e., Community of Inquiry and Learning Presence. Descriptive and content analysis revealed important information regarding individual inquiry and performance, peer interaction and reflection, as well as self-regulated learning actions exhibited by the participants within a community of inquiry. The results provided supportive evidence that online academic writing was an effective learning activity and promoted students’ cognitive presence as well as their learning presence. Students’ self- and co-regulated learning appeared to be addressed to the dimensions of monitoring, strategy use, and reflection.

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Authors and Affiliations

  1. Department of Social and Educational Policy, University of Peloponnese, Korinthos, Greece

    Athanassios Jimoyiannis, Eleni I. Schiza & Panagiotis Tsiotakis

Authors
  1. Athanassios Jimoyiannis
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  2. Eleni I. Schiza
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  3. Panagiotis Tsiotakis
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Correspondence to Athanassios Jimoyiannis .

Editor information

Editors and Affiliations

  1. Department of Digital Systems, University of Piraeus, Piraeus, Greece

    Demetrios Sampson

  2. Learning, Design and Technology, University of Mannheim, Mannheim, Baden-Württemberg, Germany

    Dirk Ifenthaler

  3. Department of Learning Technologies, University of North Texas, Denton, Texas, USA

    J. Michael Spector

  4. Institute for Teaching & Learning Innovation (ITaLI), The University of Queensland, St. Lucia, Queensland, Australia

    Pedro Isaías

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Jimoyiannis, A., Schiza, E.I., Tsiotakis, P. (2018). Students’ Self-Regulated Learning Through Online Academic Writing in a Course Blog. In: Sampson, D., Ifenthaler, D., Spector, J., Isaías, P. (eds) Digital Technologies: Sustainable Innovations for Improving Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-73417-0_7

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  • DOI: https://doi.org/10.1007/978-3-319-73417-0_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-73416-3

  • Online ISBN: 978-3-319-73417-0

  • eBook Packages: EducationEducation (R0)

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