Twenty-five visual arts learners experienced eight weeks of studying art appreciation in sculptures to try out new senior (Grade 10-11) art curriculum with weblog in the contemporary art classroom. Ten weblogs were created to facilitate collaborative learners in the virtual learning community to co-construct scare art knowledge, enrich aesthetic abilities, and develop generic skills and positive attitude for becoming competent learners in the long run. The study aimed to gain understanding of learners' perception with weblog, to scrutinize potential functions of weblog to integrate web interactivity, social cognitive learning theories and uses of self-regulated learning strategies to achieve intended learning goals of art appreciation. On the whole, learners could direct diversified learner-to-learner and peer-to-content web interactivity that empowered themselves confidence and motivation to co-construct an archive of sculpture research in weblogs. With positive effect of peer collaboration, all learners could assume holistic responsibility. Copyright © 2006 The authors. All rights reserved.
|Title of host publication||Learning by effective utilization of technologies: Facilitating intercultural understanding|
|Editors||Riichiro MIZOGUCHI, Pierre DILLENBOURG, Zhiting ZHU|
|Place of Publication||Washington, D.C.|
|Publication status||Published - 2006|
CitationCheung, S. H., & Kwok, P. L. Y. (2006). Effects of peers interactivity and self-regulated learning strategies on learning art appreciation through weblog. In R. Mizoguchi, P. Dillenbourg, & Z. Zhu (Eds.), Learning by effective utilization of technologies: Facilitating intercultural understanding (pp. 349-352). Washington, D.C.: IOS Press.
- Peer interactivity
- Self-regulated learning strategies
- Art appreciation