Abstract
This paper discusses the development of self-direction indicators for evaluating the e-learning course using students‘ self reflections with social software. Fifty five students of the international Design-based eLearning course wrote in blogs weekly self-reflections during 14 study weeks. Data were qualitatively categorized using the classification scheme of self-direction indicators. Linear Regression demonstrated the dependence of some self-direction indicators on the study weeks. Bayesian dependency modeling revealed the significant causal interrelations of the self-direction indicators, representing a system in which various types of mediators (social software tools, self-direction as a tool, and group-work as a tool) were used as possible paths for reaching individual and group goals.
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Acknowledgements
This study was partly funded by the iCamp project (027168) under the 6th framework programme of the EU, ESF grant 7663 and MER targeted research 0130159s08.
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Pata, K., Merisalo, S. (2011). Self-Direction Indicators for Evaluating the Design-Based Elearning Course with Social Software. In: Ifenthaler, D., Spector, J., Isaias, P., Sampson, D. (eds) Multiple Perspectives on Problem Solving and Learning in the Digital Age. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7612-3_21
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