Developing Knowledge Building Communities for Teachers’ education. The case of psycho-pedagogy of learning processes blended course at Milano Bicocca University

Abstract

A prorper study method is defined by a self-regulated approach to study (Zimmerman, 2008, Boekaerts et al, 2005), such as the use of a variety of strategies and methods, suitable motivation, proper achievement goals and metacognitive reflection. The self-regulated learner is familiar with and uses goals driving his learning activity (Albanese et al, 2008; 2007; 2004; Pintrich, 1999). In collaborative learning activities learners autonomously self-regulate their learning process, manage time and strategies and preserve their motivation (Choi et al. 2005; Narciss et al. 2007). Does the cooperation promote the development of Self-regulation competencies? How metacognitive reflection can influence this development? 57 first year university students go into more depth aboutDevelopmental Psychology Course’s contents online and then evaluate advantages and limits of the activity. All participants (and a control group composed by 30 students) after the activity complete the E-learning Questionnaire (Antonietti et al., 2004). Analyses (ANOVA) show an improvement in self-regulated learning and reveal that only students who participate the online activity perceive less negative effects of e-learning Final evaluation protocols outlined a more strategic approach and more motivation to study