Examining the effect of interaction analysis on supporting students' motivation and learning strategies in online blog-based secondary education programming courses. Issue 4 (3rd April 2022)

• Record Type: Journal Article
• Authors: Michailidis, Nikolaos; Kapravelos, Efstasthios; Tsiatsos, Thrasyvoulos
• Is Part Of: Interactive learning environments. Volume 30:Issue 4(2022)
• Page Start: 665
• Page End: 676
• Publication Date: 2022-04-03
• Subjects: Students' motivation -- students' self-regulation -- interaction analysis -- blogs -- CSCL; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2019.1678487
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: Students' skilful use of self-regulatory learning strategies is becoming fundamental to the advent of blog-based learning. Moreover, the use of Interaction Analysis (IA) in studying the learning dynamics in Computer-Supported Collaborative Learning (CSCL) activities is on the increase, particularly aiming to support participants by means of IA self-monitoring tools. Within this framework, the main objective of this study is to investigate the effect IA indicators have on students' motivational orientations and learning strategies. Utilizing a pre-/post-test design to examine the main research questions, the authors of this paper collected data from 91 secondary education students, including the Motivation Strategies for Learning Questionnaire (MLSQ), administered before and after the completion of online programming activity. Overall research results indicate that the presence of IA indicators enhance students' motivation and learning strategies with respect to several dimensions. These findings support our initial suggestion, namely that tracking blog-based interactions facilitates student's awareness, activating their metacognitive processes, and allowing thus students to self-regulate their activity.