Abstracts - Earli

comprehension of different processes in asynchronous learning environments, particularlyprocesses of self-regulation strategies, cognitive presence, metacognitive presence, patterns andteacher presence. And finally to have evidence on how effective learning is promoted throughparticipation in activities of learning online. The proposal has an important scientific andeducational relevance due to the different and complementary methodological and theoreticalapproaches to the comprehension of the processes of learning in different educational computersupport scenarios.Patterns of participation and teaching presence in an asynchronous learning network: connectingstructural and content analysisCesar Coll, University of Barcelona, SpainAlfonso Bustos, National Autonomous University of Mexico, MexicoAnna Engel, University of Barcelona, SpainTeaching presence was identified by Garrison and Anderson (2003) as a key element, alongsidecognitive presence and social presence, in Asynchronous Learning Networks (ALNs). Studiessuggest that the way in which participants contribute to teaching presence and are affected by it inonline environments is closely related to their degree of participation and to the interactions theyestablish with the other participants. This study aims to show that participation analysis is apreliminary step that is able to guide the analysis of teaching presence in ALNs, and to contributeelements for understanding and evaluating the characteristics and effects of teaching presence onlearning processes. The data analysed correspond to a seminar held in spring 2005 as part of aDoctorate program in Education Psychology. The main corpus of data comprised the log filesproduced automatically by Knowledge Forum and the participants’ posts, transcribed and preparedfor later content analysis. The most important results were: the creation and application of aparticipation analysis model; the identification of typical patterns of participation; theidentification of participants whose patterns of participation reveal an important contribution interms of teaching presence; and finally, the analysis and evaluation of the contributions of theseparticipants from the perspective of teaching presence. The discussion focuses on participationpatterns that indicate a high level of teaching presence and explores the roles of the teacher and thestudents as sources of teaching presence.Enhancing self-regulative learning by interactive on-line tutoring toolPäivi Virtanen, University of Helsinki, FinlandThis follow-up study explores education science students’ self-regulative learning strategies andtheir development from the first year till the fourth year of university studies. Students’ (N=42)self-regulation was measured by a self-evaluation questionnaire modified from Pintrich’s MSLQ(Motivated Strategies for a Learning Questionnaire) (Pintrich, Smith, Carcia, and McKeachie,1993). The on-line questionnaire is part of ‘IQ Learn’ self-evaluation and tutoring tool, developedto enhance higher education students strategic study skills especially self-regulated learning. Thequalitative data of this study was collected by focused interviews (n=8-9) in the beginning of thefirst study year, after the first semester and during the fourth year of studies. During a study skillscourse ‘Orientation to university studies’ organised during the first semester students used the IQLearn tutoring tool to self-evaluate their strategic learning skills. Based on the test results theychoose two sectors of strategic learning skills, and made a plan how to develop these qualities,implemented their plan with support of IQ Learn tool’s tutorial sets, and reported how theysucceed in carrying out the development plan. The test results and interviews revealed thatuniversity students’ self-regulation vary from skilful to rather nañve and some have obvious– 613 –