The Use of Public Learning Diaries in Blended Learning
Journal of Educational Media Volume 29, Number 1, ISSN 1358-1651
Learning diaries--as we employ them--are students' written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is 'tutored' by a computer program: eHELp supports the writing of sophisticated learning diaries through a modelling and scaffolding of the phases of planning, production and revision. In addition, the learning diaries get published--by uploading them in a cooperation platform--so that the learners can read and discuss their peers' diaries. The main function of such public learning diaries is to enrich traditional university courses (Blended Learning) with additional elaborative, organisational, critical reasoning, and metacognitive activities in order to foster a deeper processing and better retention of the contents to be learnt. We would like to present the educational rationale of our approach and report the findings of corresponding empirical studies.
Nuckles, M., Schwonke, R., Berthold, K. & Renkl, A. (2004). The Use of Public Learning Diaries in Blended Learning. Journal of Educational Media, 29(1), 49-66.
Cited ByView References & Citations Map
Hülya Topcuoglu, University of Zurich, Switzerland
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 3059–3066
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