CONTENT ANALYSIS OF THE “BLOG” APPLICATION USING THE MOODLE PLATFORM, SELF REGULATION IN THE LEARNING PROCESS OF UNDERGRADUATE STUDENTS OF THE UNIVERSIDAD PEDAGÓGICA DE DURANGO, MÉXICO
This investigation uses the technique of content analysis to study 15 texts taken from the general blog that is part of the Moodle platform used by the Universidad Pedagógica de Durango, the objectives of the study were as follows:
a) To develop an explanatory framework in terms of the uses given to the blog application in the mentioned platform.
b) To highlight the self regulation and learning processes in the categories of analysis found.
c) To explain from the perspective of the categories of analysis, the favorable and adverse aspects that are present in the use of the blog application by the university students.
The theoretical approach of the study describes the usage of the blog application as a learning strategy where the self regulation in the learning process is present, so that the quantity and quality of the academic achievements is increased to the extent that the students diversify in a conscious manner their learning strategies and apply a constant self regulation (De la Fuente y Justicia, 2007).
Moreover, the theoretical perspective includes the educational component of the blog, Deng and Yuen (2009); Ducate & Lomicka, (2008), as a result of the activities of reflection and collaboration in higher education students in writing and the construction of the texts of the blog, so, chronological entries of text and images from the learners, are gradually increasing the level of complexity and reflexivity in the treatment of any subject.
The results show deficiencies in terms of the instructional design that the students follow starting from the planning of the blog application for the subject coordinated by the professor, and at the same time deficiencies in the interactive and collaborative environment toward the learners. Textual reproduction (plagiarism) as well as structural reproduction, (adaptation to texts) was found in the texts, although there were remarkable reflexive argumentation processes, (text construction), the self regulation related to learning processes in the writing of texts is found more consistently in the structural reproduction than even in the reflexive argumentation.
The research findings allow to recommend the need to incorporate pedagogical design in the process of using the blog, to ensure interaction and collaborative learning network. This feature is absent in the blog moodle of Pedagogical University of Durango.
It will be neccesary further studies about the assessment of learning outcomes and the characteristics of the use of blogs on the moodle plattform of the institution of this study.