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Using Social Media (Blog) In The Classroom:
Reflecting Lecturer’s Pedagogical Approach And Students
(In-Service Teachers) Intrinsic Motivation

Year 2013, Volume: 14 Issue: 4, - , 01.12.2013
https://doi.org/10.17718/tojde.63316

Abstract

The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers’ performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students’ awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.

References

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  • Becker, H.J. (2000). Pedagogical motivations for pupil computer use that lead to student engagement. Educational Technology, 40(5), 5-17
  • Brophy, J. (1998) (Ed.). Adva nces in research on teaching: Expectations in the classroom. Greenwich, CT: JAI Press
  • Brophy, J. (1998). Motivating students to learn. Michigan: McGraw-Hill Companies
  • Cziksentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Harper Publisher
  • Daresh, J.C. (2006). Technology and school leaders: Overdue or overload?. Journal of Thought, 41(1), 27-41
  • De Wolff, M.S., & van Ijzendoorn, M.H. (1997). Sensitivity and attachment: A meta- analysis on parental antecedents of infant attachment. Child Development, 68, 571-591 deCharms, R. (1968). Personal causation. New York: Academic Press.
  • Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press
  • Deci, E. L. (1980). The psychology of self-determination. Lexington, MA: D.C. Heath
  • Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38,
  • Perspectives on motivation (pp. 237-288). Lincoln, NE: University of Nebraska Press Deci, E.L., & Ryan, R.M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11,227-268
  • DeWolff, M.S., & Van Ijzendoorn, M.H. (1997). Sensitivity and attachment: A meta- analysis on parental antecedents of infant attachment. Child Development, 68(4),571- 591
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162
  • Godwin-Jones, B. (2003). Emerging technologies: Blogs and wikis: Environments for on- line collaboration. Language Learning & Technology, 7(2), 12–16
  • Grolnick, W.S. & Ryan,R.M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898
  • Izzard, C.E. (1977). Human motivations. New York: Plenum Press
  • Johnson, D. W., & Johnson, R. T. (1974). Instructional Goal Structure: Cooperative,
  • Competitive, or Individualistic. Review of Educational Research, 44(2), 213-240. doi: 2307/1170165
  • Kasser, T., & Ryan, R. M. (1999). The relation of psychological needs for autonomy and relatedness to vitality, well-being, and morality in a nursing home. Journal of
  • AppliedSocial Psychology Koestner, R., Ryan, R. M., Bernieri, F., and Holt, K. (1984). Setting Limits on Children’s
  • Behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity.Journal of Personality 52, 233 – 248 Kolb, D. A. (1981). Learning styles and disciplinary differences. In A.W. Chickering (ed.)
  • Kolb, D. A. (1984). Experiential Learning; Experience as the Source of Learning and Development. Engelwood Cliffs, New Jersey: Prentice Hall
  • Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15 (5), pp. 381-395
  • Lepper, H. S. (1998). Use of other-reports to validate subjective well-being measures.
  • Social Indicators Research, 44, 367-379
  • Lepper, M. K. (1985). Microcomputers in education, motivational and social issues.
  • American Psychologist,40(1),1-18
  • Morrison, K. (1996). Developing reflective practice in higher degree students through a learning. journal Studies in Higher Education, 21(3), 317–332
  • Reeve, J. (2006). Autonomy, volitional motivation, and wellness. Motivation and Emotion, 30, 257-258
  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236
  • Reis, H. T., & Shaver, P. (1988). Intimacy as an interpersonal process. In S. Duck (Ed.),
  • Handbook of personal relationships (pp. 367-389). Chichester, England: Wiley Ryan, R. M., & Deci, E. L. (2000). Self‐determination theory and the facilitation of intrinsic motivation, social development, and well‐being. American Psychologist, 55, 68‐78.
  • Ryan, R. M., and Grolnick, W. S. (1986). Origins and Pawns in the Classroom: Self-Report and Projective Assessment of Individual Differences in Children’s Perceptions. Journal of
  • Personality and Social Psychology 45, 736-750. Skinner, E. A. & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of
  • Educational Psychology, 85(4), 571-581
  • Sockman, B., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It’s not so easy . Teaching and Teacher Education, 24(4), 1070–1082
  • Swann, W. B., Jr. (1990). To be adored or to be known: The interplay of self- enhancement and self-verification. In R. M. Sorrentino & E. T. Higgins (Eds.) Foundations of Social Behavior, (Vol. 2, pp. 408-448). New York: Guilford The Modern American
  • College. San Francisco: Jossey-Bass Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616-622
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice.
Year 2013, Volume: 14 Issue: 4, - , 01.12.2013
https://doi.org/10.17718/tojde.63316

Abstract

References

  • Baumeister, R., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529
  • Becker, H.J. (2000). Pedagogical motivations for pupil computer use that lead to student engagement. Educational Technology, 40(5), 5-17
  • Brophy, J. (1998) (Ed.). Adva nces in research on teaching: Expectations in the classroom. Greenwich, CT: JAI Press
  • Brophy, J. (1998). Motivating students to learn. Michigan: McGraw-Hill Companies
  • Cziksentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Harper Publisher
  • Daresh, J.C. (2006). Technology and school leaders: Overdue or overload?. Journal of Thought, 41(1), 27-41
  • De Wolff, M.S., & van Ijzendoorn, M.H. (1997). Sensitivity and attachment: A meta- analysis on parental antecedents of infant attachment. Child Development, 68, 571-591 deCharms, R. (1968). Personal causation. New York: Academic Press.
  • Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press
  • Deci, E. L. (1980). The psychology of self-determination. Lexington, MA: D.C. Heath
  • Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation: Vol. 38,
  • Perspectives on motivation (pp. 237-288). Lincoln, NE: University of Nebraska Press Deci, E.L., & Ryan, R.M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11,227-268
  • DeWolff, M.S., & Van Ijzendoorn, M.H. (1997). Sensitivity and attachment: A meta- analysis on parental antecedents of infant attachment. Child Development, 68(4),571- 591
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162
  • Godwin-Jones, B. (2003). Emerging technologies: Blogs and wikis: Environments for on- line collaboration. Language Learning & Technology, 7(2), 12–16
  • Grolnick, W.S. & Ryan,R.M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898
  • Izzard, C.E. (1977). Human motivations. New York: Plenum Press
  • Johnson, D. W., & Johnson, R. T. (1974). Instructional Goal Structure: Cooperative,
  • Competitive, or Individualistic. Review of Educational Research, 44(2), 213-240. doi: 2307/1170165
  • Kasser, T., & Ryan, R. M. (1999). The relation of psychological needs for autonomy and relatedness to vitality, well-being, and morality in a nursing home. Journal of
  • AppliedSocial Psychology Koestner, R., Ryan, R. M., Bernieri, F., and Holt, K. (1984). Setting Limits on Children’s
  • Behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity.Journal of Personality 52, 233 – 248 Kolb, D. A. (1981). Learning styles and disciplinary differences. In A.W. Chickering (ed.)
  • Kolb, D. A. (1984). Experiential Learning; Experience as the Source of Learning and Development. Engelwood Cliffs, New Jersey: Prentice Hall
  • Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15 (5), pp. 381-395
  • Lepper, H. S. (1998). Use of other-reports to validate subjective well-being measures.
  • Social Indicators Research, 44, 367-379
  • Lepper, M. K. (1985). Microcomputers in education, motivational and social issues.
  • American Psychologist,40(1),1-18
  • Morrison, K. (1996). Developing reflective practice in higher degree students through a learning. journal Studies in Higher Education, 21(3), 317–332
  • Reeve, J. (2006). Autonomy, volitional motivation, and wellness. Motivation and Emotion, 30, 257-258
  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236
  • Reis, H. T., & Shaver, P. (1988). Intimacy as an interpersonal process. In S. Duck (Ed.),
  • Handbook of personal relationships (pp. 367-389). Chichester, England: Wiley Ryan, R. M., & Deci, E. L. (2000). Self‐determination theory and the facilitation of intrinsic motivation, social development, and well‐being. American Psychologist, 55, 68‐78.
  • Ryan, R. M., and Grolnick, W. S. (1986). Origins and Pawns in the Classroom: Self-Report and Projective Assessment of Individual Differences in Children’s Perceptions. Journal of
  • Personality and Social Psychology 45, 736-750. Skinner, E. A. & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of
  • Educational Psychology, 85(4), 571-581
  • Sockman, B., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It’s not so easy . Teaching and Teacher Education, 24(4), 1070–1082
  • Swann, W. B., Jr. (1990). To be adored or to be known: The interplay of self- enhancement and self-verification. In R. M. Sorrentino & E. T. Higgins (Eds.) Foundations of Social Behavior, (Vol. 2, pp. 408-448). New York: Guilford The Modern American
  • College. San Francisco: Jossey-Bass Weiner, B. (1990). History of motivational research in education. Journal of Educational Psychology, 82(4), 616-622
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice.
There are 39 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Enas S. Abulıbdeh This is me

Publication Date December 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 4

Cite

APA Abulıbdeh, E. S. (2013). Using Social Media (Blog) In The Classroom:
Reflecting Lecturer’s Pedagogical Approach And Students
(In-Service Teachers) Intrinsic Motivation. Turkish Online Journal of Distance Education, 14(4). https://doi.org/10.17718/tojde.63316