Middle years students' use of self-regulating strategies in an online journaling environment

Campbell, Chris (2009) Middle years students' use of self-regulating strategies in an online journaling environment. Journal of Educational Technology and Society, 12 3: 98-106.

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Author Campbell, Chris
Title Middle years students' use of self-regulating strategies in an online journaling environment
Journal name Journal of Educational Technology and Society   Check publisher's open access policy
ISSN 1436-4522
1176-3647
Publication date 2009-07
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 12
Issue 3
Start page 98
End page 106
Total pages 9
Place of publication Palmerston North, New Zealand
Publisher International Forum of Educational Technology & Society
Language eng
Abstract This study investigated boys' capacity for self regulation in a Year 8 classroom at a regional secondary college in the state of Victoria, Australia. This was an exploratory descriptive study that sought to examine how the use of an online journal influenced students' capacity to adaptively react (Zimmerman, 2002) to self-determined knowledge about the effectiveness of their method of learning and set learning goals (Ames & Ames, 1989; Midgley, Kaplan, & Middleton, 2001). An online recording and online journaling space were developed by the researcher. The journal has been designed to be engaging for young adolescent male students as well as allowing students to set goals and reflect on how they can achieve those goals in an imaginative, non-threatening, and jargon-free environment. The study reported here aims to determine if through the use of this online journal students' capacity to extend their understanding of themselves as learners through the setting, monitoring and evaluating of personal learning goals can increase. These findings contribute to discussion about the important contemporary issue of students self regulation.
Keyword Middle years
Online journaling
Self regulation
Student engagement
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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Created: Thu, 10 Feb 2011, 10:10:10 EST by Claire Backhouse on behalf of School of Education