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Azevedo, R. & Cromley, J.G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96, 523-535.

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Article

Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project

1Department of Phychopedagogy, C.U. Villanueva, Complutense University of Madrid, Madrid, Spain

2Department of Applied Didactics, C.U. Villanueva, Complutense University of Madrid, Madrid, Spain


American Journal of Educational Research. 2015, Vol. 3 No. 1, 38-42
DOI: 10.12691/education-3-1-8
Copyright © 2015 Science and Education Publishing

Cite this paper:
Consuelo Martínez Priego, Guiomar Nocito Muñoz, Monika Ciesielkiewicz. Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project. American Journal of Educational Research. 2015; 3(1):38-42. doi: 10.12691/education-3-1-8.

Correspondence to: Monika  Ciesielkiewicz, Department of Applied Didactics, C.U. Villanueva, Complutense University of Madrid, Madrid, Spain. Email: mciesielkiewicz@villanueva.edu

Abstract

In the last decade projects have been emerging aimed at promoting the competency of self-regulation through didactic resources included in college curriculum. The use of strategies for self-reflection and self-evaluation while the course material is being taught favors self-regulation of students and increases their level of self-efficacy regarding the content of the course. The goal of this didactic experience is to develop self-regulation learning skills through a systematic use of ICT’s, in particular, a blog as a teaching and learning tool. It was implemented as a part of Sociology of Education course whose content is mostly theoretical and requires an advanced level of reflection and internalization of concepts that were completely unfamiliar to the students. The experiment is designed to: [a] encourage well-organized and consistent work habits, by establishing sufficient periods of time for students that would give them enough autonomy to make decisions; [b] to promote reflection on topics covered in class; [c] to facilitate a dialogue among students that promotes reflection aimed at forming a learning community. Said project demonstrates that further research, both qualitative and quantitative in nature, on the impact of the use of blogs for the development of the competencies identified above, is not only possible but would likely provide very useful data.

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