Abstract
We are witnessing the evolution of the concepts capturing the dynamics of learning. Starting with “following the rules” in the single-loop learning model, the concepts have evolved showing the need for “changing the rules” and for “thinking outside the box” with significant changes also at the “mental model”. The idea of continuous improvement is summarized in “learning about learning”, the essence of triple-loop learning model “reflexive thought and outside contribution” in order to change and transform organizational practices and learning processes. In this paper, we discuss the particular case of the students at risk and their learning improvement possibilities using ICT tools, namely blogs.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Mikkelsen, J., Holm, H.A.: Contextual learning to improve health care and patient safety. Educ. Health 20, 3 (2007)
Argyris, C., Schon, D.: Organizational Learning: A Theory of Action Perspective. Addison-Wesley Publishing Co., Reading (1978)
Palmer, D.: What is the best way to motivate students in science? Teach. Sci. J. Aust. Sci. Teach. Assoc. 53(1), 38–42 (2007)
Madrazo, D.: The effect of technology infusion on at-risk high school students motivation to learn. A Ph.D. Dissertation in Education. Reich College of Education (2011)
Barley, Z., Lauer, P.A., Arens, S.A., Apthorp, H.S., Englert, K.S., Snow, D., Akiba, M.: Helping at-risk students meet standards: a synthesis of evidence-based classroom practices. Mid-continent Research for Education and Learning, Aurora, CO (2002)
Darling-Hammond, L., Zielezinski, M., Goldman, S.: Using technology to support at-risk students’ learning. Stanford Cent. Oppor. policy Educ. (2014)
McGuinnes, M.: Technology-based literacy instruction for at-risk students. J. Cross-Discip. Perspect. Educ. 8(1), 12–20 (2015)
Jimoyiannis, A., Angelaina, S.: Towards an analysis framework for investigating students’ engagement and learning in educational blogs. J. Comput. Assist. Learn. 28(3), 222–234 (2012)
Sawmiller, A.: Classroom blogging: what is the role in science learning? Clear. House J. Educ. Strat. Issues Ideas 83(2), 44–48 (2010)
Bandura, A.: Self-efficacy: toward a unifying theory of behavioral changes. Psychol. Rev. 1977(84), 191–215 (1977)
Ashton, P.: Teacher efficacy: a motivational paradigm for effective teacher education. J. Teach. Educ. 35(5), 28–32 (1984)
Santrock, J.: Educational Psychology: A Tool for Effective Teaching. McGraw-Hill, New York (2009)
Butler, Y.: Parental factors in children’s motivation for learning english: a case in China. Res. Papers Educ. 30(2), 164–191 (2015)
Chen, C., Chou, M.: Enhancing middle school students’ scientific learning and motivation through agent-based learning. J. Comput. Assist. Learn. 31(5), 481–492 (2015)
Larson, L., Kuhn, C., Collins, R., Balthazor, G., Ribble, M., Miller, T.: Technology instruction: fixing the disconnect. Princ. Leadersh. 10(4), 54–58 (2010)
Eyvind, E., Knut-Andreas, C.: Perceptions of digital competency among student teachers: contributing to the development of student teachers’ instructional self-efficacy in technology-rich classrooms. Educ. Sci. 7, 27 (2017)
Lawlor, J., Marshall, K., Tangney, B.: BRIDGE21–exploring the potential to foster intrinsic student motivation through a team-based, technology-mediated learning model. Technol. Pedagogy Educ. 25(2), 187–206 (2016)
Gan, S.: Motivating at-risk students through computer-based cooperative learning activities. Educ. Horiz. 77(3), 151–156 (1999)
Lin, H., Fan, W., Wallace, L.: An empirical study of web-based knowledge community success. In: Proceedings of the 40th Hawaii International Conference on System Sciences, pp. 1530–1605 (2007)
Tekinarslan, E.: Reflections on effects of blogging on students’ achievement and knowledge acquisition in issues of instructional technology. Int. J. Instruct. Technol. Dist. Learn. (2010)
Karademir, T., Oztürk, T.H., Yilmaz, G.K., Yilmaz, R.: Contribution of using e-portfolio system with peer and individual enhancing computer skills of students. In: Chamblee, G., Langub, L. (eds.) Proceedings of Society for Information Technology and Teacher Education International Conference 2016, pp. 936–941 (2016)
McBride, J., Henley, J., Grymes, J., Williams, D.: Effectively organizing and managing an electronic portfolio. In: Proceedings of Society for Information Technology Teacher Education International Conference 2015, pp. 975–980 (2015)
Theodosiadou, D., Konstantinidis, A.: Introducing e-portfolio use to primary school pupils: response, benefits and challenges. J. Inf. Technol. Educ. Innov. Pract. 14(1), 17–38 (2015)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this paper
Cite this paper
Sad, A.F., Ionica, A., Leba, M., Riurean, S. (2018). Triple-Loop Learning Based on PDSA Cycle: The Case of Blogs for Students-at-Risk. In: Antipova, T., Rocha, Á. (eds) Information Technology Science. MOSITS 2017. Advances in Intelligent Systems and Computing, vol 724. Springer, Cham. https://doi.org/10.1007/978-3-319-74980-8_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-74980-8_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-74979-2
Online ISBN: 978-3-319-74980-8
eBook Packages: EngineeringEngineering (R0)