Designing self-monitoring warm-up strategy with blog-based learning system to support knowledge building

Preparing lessons before class is widely recognized as an effective means of increasing student motivation for classroom activities and learning outcome. However, the unclear status of lesson preparation generally discourages teachers and students from maintaining this effective learning strategy. This study applied the self-explanation theory and reading comprehension strategies to design a lesson warm-up mechanism that scaffolds knowledge building. A set of corresponding supporting tools were developed into a blog-based learning system (BBLS) to implement the warm-up process. Results of a teaching experiment reveal positive effects of the tools on learning achievement, recall of old knowledge, connection between old and new knowledge, and understanding of new knowledge.