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

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 selfevaluation 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.

Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education

“…Advanced learners might benefit significantly by having time not only to activate and better integrate the conceptual knowledge and previous experience but also to evaluate the selected strategy and think about alternatives. Second, learners may self-generate feedback internally which advances their learning during reflection (Butler and Winne 1995;Nicol and Macfarlane-Dick 2006). Third, reflection may support planning subsequent steps of the diagnostic process.…”

Evaluación para el Aprendizaje de los Estudiantes Universitarios en una Realidad Confinada

“…De ahí que los estudiantes sean protagonistas en la actuación, la reflexión y la regulación (Bordas y Cabrera, 2001) y de ahí también la importancia de capacitar a los estudiantes en feedback literacy. Lo que caracteriza a los estudiantes autorregulados tiene que ver con poseer una base buena de conocimientos previos, dominar y utilizar estrategias cognitivas para organizar e integrar nuevos aprendizajes, gestionar adecuadamente los propósitos personales, controlar las emociones y las motivaciones asociadas a las tareas académicas, configurar ambientes positivos tomando en cuenta tiempos y esfuerzos y manifestar una voluntad de regular los aprendizajes con atención y dedicación (Martínez Priego et al, 2015;Torrano et al, 2017;Zimmerman, 2008).…”

Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

“…This process of self-regulation motivates students to plan, monitor, and assess their learning independently (Zumbrunn, Tadlock, & Roberts, 2011). Therefore, the regulation of learning is considered one of the fundamental pillars of pedagogy, and one whose importance has increasingly been appreciated during the current century (Priego, Munoz, & Ciesielkiewicz, 2015). Also, Costa Ferreira, Veiga Simão and Da Silva (2015) assure that regulation of learning is a fundamental requirement for the successful attainment of skills in academic contexts and moreover, in life-long learning.…”

“…Considering speaking skill, teaching self-regulation strategies and practicing them in class can create opportunities that help students manage and monitor their speaking (Priego et al, 2015). Mahjoob (2015) argues that students should be trained to use specific strategies to be able to self-regulate their speaking.…”