Students’ Self-Regulated Learning Through Online Academic Writing in a Course Blog

  • Athanassios JimoyiannisEmail author
  • Eleni I. Schiza
  • Panagiotis Tsiotakis


This chapter presents an investigation on students’ self-regulation practices associated with online academic writing and inquiry through blogging, in the context of a blended postgraduate course. The design framework of this particular intervention was determined by the assumption that online writing in course blogs could be a means of increasing students’ academic writing skills. The key aspects of students’ engagement, peer interaction, and reflection were directed by the principles of self-directed and self-regulated learning. Students’ contributions to the course blog were analyzed by using two schemas, i.e., Community of Inquiry and Learning Presence. Descriptive and content analysis revealed important information regarding individual inquiry and performance, peer interaction and reflection, as well as self-regulated learning actions exhibited by the participants within a community of inquiry. The results provided supportive evidence that online academic writing was an effective learning activity and promoted students’ cognitive presence as well as their learning presence. Students’ self- and co-regulated learning appeared to be addressed to the dimensions of monitoring, strategy use, and reflection.


E-learning Online academic writing Educational blogging Self-regulated learning Learning presence 


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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Athanassios Jimoyiannis
    • 1
    Email author
  • Eleni I. Schiza
    • 1
  • Panagiotis Tsiotakis
    • 1
  1. 1.Department of Social and Educational PolicyUniversity of PeloponneseKorinthosGreece

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