Document Type

Article

Publication Date

2009

Abstract

This study investigated boys’ capacity for self regulation in a Year 8 classroom at a regional secondary college in the state of Victoria, Australia. This was an exploratory descriptive study that sought to examine how the use of an online journal influenced students’ capacity to adaptively react (Zimmerman, 2002) to self-determined knowledge about the effectiveness of their method of learning and set learning goals (Ames & Ames, 1989; Midgley, Kaplan, & Middleton, 2001). An online recording and online journaling space were developed by the researcher. The journal has been designed to be engaging for young adolescent male students as well as allowing students to set goals and reflect on how they can achieve those goals in an imaginative, non-threatening, and jargon-free environment. The study reported here aims to determine if through the use of this online journal students’ capacity to extend their understanding of themselves as learners through the setting, monitoring and evaluating of personal learning goals can increase. These findings contribute to discussion about the important contemporary issue of students self regulation.

Comments

Educational Technology and Society is an Open Access publication and this article may accessed from the publisher here

Educational Technology and Society may be accessed from the National Library of Australia here

The Author:

Dr Chris Campbell


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