Elementary students’ affective variables in a networked learning environment supported by a blog: a case study / Variables affectives des élèves du primaire dans un contexte d'apprentissage en réseau soutenu par un blogue: une étude de cas

Abstract

This study documents to what extent writing on a blog in a blended learning environment could influence the affective variables of elementary-school students’ writing. We grounded our framework more specifically in Deci and Ryan’s theory of self-determination. Our research team used both pre and post-tests and we conducted the analysis on the basis of inferential and correlational statistics using SPSS 17®. Results indicate an increase in motivation to write in pupils who used the blog, whereas the number of comments made per post did not seem to have any definitive impact on this subject. Cette étude documente dans quelle mesure l'écriture de blogues dans un contexte d'apprentissage en réseau peut influencer les variables affectives de l'écriture chez les élèves du primaire. Le cadre d’analyse est fondé plus spécifiquement sur la théorie de l'autodétermination (Deci & Ryan, 1985), sur le rapport à l'écriture (Chartrand et Prince, 2009) et sur la théorie transactionnelle de Rosenblatt (1991). L’équipe de recherche a conduit des tests avant et après l’exercice d’écriture afin de mesurer les variables affectives. L’analyse est basée sur des statistiques déductives et corrélationnelles, traitées avec SPSS 17®. L’analyse qualitative est également utilisée pour identifier les intentions d’écriture et les thèmes des messages affichés sur le blogue. Les résultats indiquent une augmentation de la motivation d'écrire chez les élèves ayant utilisé le blogue, tandis que le nombre de commentaires formulés par message ne semble pas avoir eu d’effet décisif.

Writing motives and writing achievement of elementary school students from diverse language backgrounds.

“…Such studies demonstrated these autonomous motives were positively related to upper-elementary grade students’ writing performance (De Smedt et al, 2016, 2018), and writing with a peer lowered controlled motives for writing (De Smedt et al, 2019, 2020). A study by Allaire et al (2013) found that intrinsic motivation was enhanced when students wrote a blog in a networked learning environment, but Harris et al (2006) indicated intrinsic motives for writing were not changed when second-grade students were taught strategies for planning and drafting text. Contrary to expectations, Limpo, Vigário, et al (2020) found intrinsic motives for writing were lowered as a result of handwriting instruction, and Guay et al (2010) reported primary grade students placed similar emphasis on intrinsic and autonomous motives for writing.…”

Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study

“…Keeping in mind that motivation is one of the engines that drives learning and that nowadays students have a broader mastery of new technologies compared to adults, ICTs can be quite stimulating and motivating and can be transformed into ideal instruments to respond to the new type of students. This was reflected in [24][25][26][27][28][29], where students showed higher levels of motivation and using new technologies was proven to deliver a more effective way of learning.…”

O uso de tecnologias na saúde do adolescente: revisão integrativa da literatura

“…WebQuest, por sua vez, é uma tecnologia de investigação orientada utilizada no momento da produção textual para a criação de determinados blogs 22 . O blog, por sua vez, é um diário virtual de conteúdo diversificado em que adolescentes se encontram para expressar opiniões e ideias distintas 23 .…”