The effects of blogging on pre-service teachers’ reflective thinking and self-efficacy

Kurt, Sevilay Çırak; Yıldırım, İbrahim

doi:10.1080/14623943.2021.1879772

Cited by 7 publications

(5 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Even though they may still be relevant to the context of education and research, their frequency of occurrence is not significant enough to be the primary focus of discussion Our systematic review generated three main themes; 1. Teaching strategies include tools of reflection (Archer et al, 2022;Bunt & Gouws, 2020;Chen, 2020;Cheng et al, 2019;Cirak Kurt & Yildirim, 2021;Draissi et al, 2021;Elsayary, 2021;Eppler et al, 2021;Guo et al, 2022;Halpin et al, 2020;Ketonen & Henrik, 2023;Kulgemeyer et al, 2021;Muhammad et al, 2023;Orcid et al, 2023;Parmin, 2019;Treibergs et al, 2022;Vogelsang et al, 2022;Williams, 2020;Yang et al, 2022;Zach & Ophir, 2020). 2.…”

Section: Methodology Distribution Of the Research Of Reflecttive Thin...mentioning

confidence: 99%

“…3. Contribute to transformative learning (Ayaz & Gök, 2022;Burgin, 2020;Cirak Kurt & Yildirim, 2021;Clarà et al, 2019;Draissi et al, 2021;Eppler et al, 2021;Hiscox et al, 2022;Hong, 2019;Karlström et al, 2019;Kurniawan et al, 2019;Lebedev & Sharma, 2019;Menon & Azam, 2021;Muhammad et al, 2023;Naidoo et al, 2021;Oliveira et al, 2021;Orcid et al, 2023;Puig et al, 2020;Vogelsang et al, 2022;Woolway et al, 2019;Yang et al, 2022).…”

Section: Methodology Distribution Of the Research Of Reflecttive Thin...unclassified

“…Given the paramount importance of reflective thinking, it is imperative to assist students in developing strategies that allow them to apply new knowledge to intricate situations in their day-to-day lives, while also encouraging reflective thinking during the learning process (Postholm, 2018;Cirak Kurt & Yildirim, 2021;Orcid et al, 2023). By doing so, students are better equipped to connect new information with past experiences, think in abstract and conceptual terms, employ specific strategies to tackle novel tasks, and comprehend their own cognitive processes to create efficient learning strategies ( Gette & Kryjevskaia, 2019;Erickson et al, 2021).…”

Section: Reflective Thinkingmentioning

confidence: 99%

“…Authorship by Country Erdoğan, 2018; Akpur, 2020;Cirak Kurt & Yildirim, 2021;Kılıç, 2022; Ayaz & Gök, 2022;Sarı et al, 2022;Orcid et al, 2023) …”

mentioning

confidence: 99%

See 3 more Smart Citations

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

Nurhayati,

Widodo,

Syamsudin

2023

JISE

View full text Add to dashboard Cite

The primary objective of this study is to establish a fundamental framework for reflective thinking and practice in science education that can contribute to transformative learning worldwide. The study utilized the SPIDER inclusion criteria to select relevant articles from SCOPUS and WoS databases in March 2023, which included sample, phenomenon of interest, design, evaluation, and research type. The PRISMA framework was also used, which consisted of four steps: identification, screening, eligibility, and inclusion. In the end, the study analyzed 52 articles using Biblioshiny as a tool for analysis. The results indicated that Reflective Practice, International Journal of Science Education, and Education Sciences are the most commonly used sources for research on this topic. Turkey and the USA have shown the highest productivity in terms of research on reflective thinking. The frequency of the term "reflective thinking" has increased steadily over the years, indicating its growing significance in the field of education and research. Several teaching and assesment strategies can play a significant role in facilitating transformative learning by encouraging individuals to solve problems, communicate effectively, exhibit self-confidence, remain engaged, plan and collaborate with others.

show abstract

Section: Methodology Distribution Of the Research Of Reflecttive Thin...mentioning

confidence: 99%

Section: Methodology Distribution Of the Research Of Reflecttive Thin...unclassified

Section: Reflective Thinkingmentioning

confidence: 99%

“…Authorship by Country Erdoğan, 2018; Akpur, 2020;Cirak Kurt & Yildirim, 2021;Kılıç, 2022; Ayaz & Gök, 2022;Sarı et al, 2022;Orcid et al, 2023) …”

mentioning

confidence: 99%

See 2 more Smart Citations

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

Nurhayati,

Widodo,

Syamsudin

2023

JISE

View full text Add to dashboard Cite

show abstract

“…Prior research has highlighted how blogging has a significant value in educational environments, especially in supporting systematic reflection and engaging students in reflective thinking skills (Kurt & Yildirim, 2021;Mohamad & Tasir, 2023) due to its pedagogical uses, which are both interactive and reflective (Sulistyo et al, 2019). Blogs serve as suitable platforms for offering these advantages given that individuals have the ability to read and provide comments that foster meaningful discussions on topics of both common and unique interest.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Reflection Through Educational Blogging on Students’ Learning Performance

Khadijah Mohamad,

Tasir,

JALILAH BINTI YUSOF

2023

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: Despite the growing interest in reflection, there is an issue regarding how to fortify the linkages between a learning experience and the reflection activity that follows it, as experience on its own is not the key to learning. In addition, studies have also shown that students are not able to transfer the newly acquired knowledge through experience into a new situation. Besides that, it is revealed that students have a generally poor learning performance in computer-supported courses. This can be attributed to the difficulty in comprehending lessons. These problems then bring to the fore the question of what specific elements are needed to turn experience into learning and enable educators to enhance students’ learning performance through reflection activities. Therefore, this study was undertaken to design the reflection environment through educational blogging and examine its effect on students’ learning performance in a computer-supported course; that is, an Authoring System course. Background: Incorporating reflection as an integral part of the curriculum and learning process can be challenging. It involves dedicating time and effort to foster a reflective culture. Therefore, a reflective blogging environment needs to be designed by incorporating structured and interactive reflective thinking activities. This learning environment should also be able to integrate theoretical and practical aspects while encouraging active engagement in social collaborative learning to build knowledge and comprehension in learning computer-supported courses. Furthermore, leveraging blogging technology by embedding it with effective pedagogy is also necessary to nurture students, and is critical in knowledge acquisition. Methodology: A one-group pre-test post-test type of research design was adopted, using quantitative data of students’ learning performance. A purposive sampling technique was employed to select a sample of 18 postgraduate students enrolled in the Authoring System course in the Faculty of Education. The reflection through the educational blogging environment was designed according to the ICCEE (Identify, Choose, Create, Engage, and Evaluate) instructional design model. The learning performance test was analysed using inferential statistics, specifically, the Wilcoxon ranked test, effect size, and power analysis. Contribution: This study highlights that reflection through blogging remains relevant for learning among postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Leveraging the advantages of blogs as student-centred learning environments can encourage discussion and debate-like activities, which, in turn, positively affects students’ overall learning performance. The design of the reflective learning environment also gives us an understanding of how the reflection approach can be better conducted to improve students’ learning performance. Findings: The reflection through the educational blogging environment was successfully designed based on the five in-depth steps of the ICCEE instructional design model. The learning performance indicates that there was a statistically significant difference between the pre-test and post-test scores. Thus, it can be concluded that reflection through blogging, which acted as an intervention, had a significant influence on students’ performance in learning in the Authoring System course. Recommendations for Practitioners: Given the technical nature of this study, instructors, especially those teaching online, must exhibit greater creativity in bridging the gap between theory and real-world applications to enhance students’ cognitive engagement with the learning materials. As technical learning is frequently associated with poorer cognitive learning outcomes, it is crucial for instructors to bridge the gap between theory and practical applications to achieve better results. Recommendation for Researchers: Researchers can ensure that students perceive learning and teaching as constructivist activities by leveraging the advantages of blogs as student-centred learning environments and minimising the presence of instructionalist activities. This approach encourages discussion and debate-like activities, which, in turn, positively enhances students’ overall learning performance. Impact on Society: This study highlights that educational blogging remains significant for postgraduate students when its pedagogical design is carefully planned to align with learning and teaching goals. Future Research: Future work is necessary to validate the findings, particularly concerning different computer-supported courses, with larger and more diverse samples. Additionally, the learning performance pathways can be analysed via data mining using qualitative data to provide valuable insights into patterns related to the types of feedback that foster the growth of specific levels of reflective thinking skills. Linking students’ performance with other probable learning processes/outcomes, such as learning styles, interaction posts, demographic details, and response time, can provide a better understanding of the computer-supported competencies among students from a summative approach.

show abstract

Exploring the link between basic ICT competence beliefs and technology use for student teachers and teachers: A use of bifactor exploratory structural equation models

Rubach,

Quast,

Porsch

et al. 2023

Unterrichtswiss

View full text Add to dashboard Cite

Basic ICT competence beliefs consist of a range of competence dimensions, including communication and collaboration and safety and security. Yet, unclear is if (student) teachers need to overall feel competence in using technology, or is feeling competent in specific competence dimensions sufficient for the use of technology. This study addressed this research lack and examined (a) basic ICT competence beliefs and technology use in different stages of teacher education and (b) the association between basic ICT competence beliefs and various hardware and software used. Data included 338 teachers and 343 student teachers from Germany and were analyzed using bifactor exploratory structural equation models. These models allow us to simultaneously account for general basic ICT competence beliefs (G-Factor) and specific basic ICT competence beliefs (S-Factors). The study found that teachers, on average, reported higher basic ICT competence beliefs than student teachers. For both student teachers and teachers, the use of wikis and forum was linked to higher general ICT competence beliefs. The use of LMS was linked to basic ICT competence beliefs in safety and security and problem solving. The study also identified unique links in both groups, such as wiki and weblog use being linked to higher general ICT competence beliefs for teachers. In various teacher education phases, we can emphasize the need to promote basic ICT competence beliefs to empower teachers in the digital transformation. By interpreting these results, however, it should be noted that our analysis only focused on utilizing particular hardware and software; replications of findings are also needed.

show abstract

The effects of blogging on pre-service teachers’ reflective thinking and self-efficacy

Cited by 7 publications

References 43 publications

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning

The Effect of Reflection Through Educational Blogging on Students’ Learning Performance

Exploring the link between basic ICT competence beliefs and technology use for student teachers and teachers: A use of bifactor exploratory structural equation models

Contact Info

Product

Resources

About