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Qualitative analysis identifies writing intents and blog post topics. Findings show increased writing motivation for pupils using the blog, while comment counts per post show no decisive impact.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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networked learning environment supported by a blog: A case study  \nVariables affectives des élèves du primaire dans un contexte d'apprentissage en réseau soutenu par un blogue: une étude de cas  \nStéphane Allaire, Université du Québec à Chicoutimi Pascale Thériault, Université du Québec à Chicoutimi Vincent Gagnon, Université du Québec à Chicoutimi Evelyne Lalancette, Université du Québec à Chicoutimi  \nAbstract  \nThis study documents to what extent writing on a blog in a networked learning environment could influence the affective variables of elementary-school students’writing. The framework is grounded more specifically in theory of self-determination (Deci & Ryan, 1985), relationship to writing (Chartrand & Prince, 2009) and the transactional theory of Rosenblatt (1991) . The research team used both pre and post-tests to measure affective variables and the analysis was conducted on the basis of inferential and correlational statistics using SPSS 17® . Qualitative analysis is also used to identify writing intents and topics of blog posts. Results indicate an increase in motivation to write in pupils who used the blog, whereas the number of comments made per post did not seem to have any definitive impact on this subject.  \nKeywords: motivation, ICT, relationship to writing, affective variables, networked learning environment  \nRésumé  \nCette étude documente dans quelle mesure l'écriture de blogues dans un contexte d'apprentissage en réseau peut influencer les variables affectives de l'écriture chez les élèves du primaire. Le cadre d’analyse est fondé plus spécifiquement sur la théorie de l'autodétermination (Deci & Ryan, 1985), sur le rapport à l'écriture (Chartrand et Prince, 2009) et sur la théorie transactionnelle de Rosenblatt (1991) . L’équipe de recherche a conduit des tests avant et aprèsl’exercice d’écriture afin de mesurer les variables affectives. L’analyse est basée sur des statistiques déductives et corrélationnelles, traitées avec SPSS 17® . L’analyse qualitative est également utilisée pour identifier les intentions d’écriture et les thèmes des messages affichés sur  \nCJLT/RCAT Vol. 39(3)  \nle blogue. Les résultats indiquent une augmentation de la motivation d'écrire chez les élèvesayant utilisé le blogue, tandis que le nombre de commentaires formulés par message ne semble pas avoir eu d’effet décisif.  \nMots-­‐clés: motivation, TIC, rapport à l'écriture, variables affectives, contexte d'apprentissage en réseau  \nIntroduction  \nThe learning sciences (Khine & Saleh, 2010; Sawyer, 2005) state the importance of affective, cognitive, and social dimensions in a learning environment that is learner-, knowledge-, assessment-, and community-centered (Bransford, Brown & Cocking, 1999) . Learner-centered environments pay careful attention to the knowledge, skills, attitudes, affects, and beliefs that learners bring to the educational setting. Knowledge-centered environments help students become knowledgeable by learning in ways that lead to understanding and subsequent transfer. Moreover, assessment-centered environments provide opportunities for feedback and revision and what is assessed must be congruent with one’s learning goals. Furthermore, communitycentered environments seek to enhance social norms and interactions that value the search for common understanding and allow students the freedom to make mistakes in order to learn.  \nIn such an environment, especially at the elementary level, learning to write is crucial not only for language acquisition, but also for academic success and development across life span (Cutley & Graham, 2008; Smets, 2010) . For young writers, producing a text is a complex task that requires, on the part of the teacher, consideration for factors that contribute to the development and maintenance of motivation (Bruning & Horn, 2000) . Notable among these are the importance of proposed task authen","cbCaiqqG6VSLQaSQ","https://ap.wps.com/l/cbCaiqqG6VSLQaSQ","pdf",734735,17,"English","# Abstract\n# Résumé\n# Introduction","[{\"question\":\"What is the study’s main focus regarding students and blog writing?\",\"answer\":\"It investigates how writing on a blog in a networked learning environment affects elementary students’ affective variables related to writing.\"},{\"question\":\"Which theories guide the study’s analytical framework?\",\"answer\":\"The framework is grounded in self-determination theory, relationship to writing, and Rosenblatt’s transactional theory.\"},{\"question\":\"How were affective variables and writing intents analyzed?\",\"answer\":\"Pre- and post-tests measured affective variables and used inferential and correlational statistics with SPSS 17, while qualitative analysis identified writing intents and blog post topics.\"}]","Elementary students’ affective variables in a networked learning environment supported by a blog - A case study | PDF",1792085326,43]