Reflective Learning Journal Using Blog

Mansor, Ahmad Zamri

doi:10.1016/j.sbspro.2011.05.074

Cited by 21 publications

(24 citation statements)

References 4 publications

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“…Hourigan and Murray (2010) indicated that keeping a blog improved ability of individuals to write. In a research by Mansor (2011) investigating the effect of blogs on the reflective thinking, the author suggested that students enriched their learning through their friend's blog as well as blogs improved their ability to write. Although many preservice teachers mentioned keeping a blog did not have a negative side, several of them noted that it was unfavorable that environment of blogs was not often visited.…”

Section: Results Discussion and Recommendationsmentioning

confidence: 99%

Öğretmen Eğitiminde Yansıtıcı Günlüklere İlişkin Öğretmen Adaylarının Görüşleri

Akkoyunlu¹,

Telli²,

Çetin³

et al. 2016

TOJQI

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Section: Results Discussion and Recommendationsmentioning

confidence: 99%

Öğretmen Eğitiminde Yansıtıcı Günlüklere İlişkin Öğretmen Adaylarının Görüşleri

Akkoyunlu¹,

Telli²,

Çetin³

et al. 2016

TOJQI

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“…In wikis, a group of authors work collaboratively on a single project. All writers get the chance to add, delete and revise the written information (MacArthur & Karchmer-Klein, 2010;Storch, 2011). Wikis, according to Warschauer and Grimes (2007), "are empowering collaborative multiauthored writing to better harness collective knowledge" (p. 16).…”

Section: Wikismentioning

confidence: 99%

“…Teachers should make sure that the wikis are accessed only by the group members (Gokcearslan & Ozcan, 2011;MacArthur & Karchmer-Klein, 2010). If the wikis are made public from the very beginning, any online user can enter the page and make changes.…”

Section: Wikismentioning

confidence: 99%

“…This is highly important because L2 writers' attention will be directed toward meaning when they are aware of their audiences. However, regardless of their important role in developing L2 students' writing accuracies, MacArthur and Karchmer-Klein (2010) postulate that, the use of these interactive tools raises serious concerns about students' safety and privacy and the possible effects that they might have on students' writings.…”

mentioning

confidence: 99%

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Interactive Web 2.0 Technology in L2 Writing Classrooms

Safieddine¹

2014

jtte

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The aim of this paper is to review current research on the use of web 2.0 interactive tools in second language (L2) writing classrooms. Research shows that web 2.0 interactive tools are starting to find their way into almost all pedagogical practices in L2 classrooms, especially writing. This review discusses how wikis, blogs, social bookmarking, micro-blogging, and social networking are recognized as interactive tools that help L2 learners in collaboratively developing their various writing assignments. The review also indicates that regardless of their important role in writing classrooms, these interactive tools might have serious drawbacks that require teachers' attention to ensure that they are not negatively interfering with the learning and teaching process. Finally, this review highlights important issues that teachers need to consider if they plan to use web 2.0 tools in their classrooms.Net generation students have grown up with technology dominating every aspect of their lives. Computers, Internet, iPads, and smart phones are some technological devices that are necessities for these students. Technology is woven into their lives. These students will start their day by sending messages greeting their friends, replying to emails, downloading their assignments and lectures, posting comments on their Facebook walls, tweeting, and sending their assignments through emails or posting them on the blackboard system. Briefly, these students are net savvy and digitally literate. As Warschauer and Grimes (2007) point out, "[m]illions of people now interact through blogs, collaborate through wikis, play multiplayer games, publish podcasts and video, build relationships through social network sites, and evaluate all the above forms of communication through feedback and ranking mechanisms" (p. 1). For a long time, technology has been integrated into classrooms to aid students in learning. Overhead projectors, LCDS, interactive boards, and computers have been used by several teachers to illustrate and explain new concepts. However, implementing technology in classrooms these days is taking a different angle. Being in a highly technologically based economy and dealing with savvy net users, teachers are now concerned with interactive technological tools, the computer applications and social media that require learners to be active readers and writers.Wikis, blogs, micro-blogging, social bookmarking, and social networking (Facebook), or what is referred to as web 2.0, are some of the interactive or social media Internet technologies that are finding their ways into pedagogical practices in L2 writing classrooms. Several teachers have begun to experiment with the use of these tools in their writing classrooms. MacArthur and Karchmer-Klein (2010) mention that these tools "facilitate interaction, collaboration, and sharing online" (p. 46). I believe that one of the dispositions required from the net generation students is the ability to work in a team. Besides, since writing is a means of communication that requires a commo...

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“…Previously published studies have reported that reflective diaries or reflective portfolios are appropriate 'academic kits' in simplifying thinking and assembling conducts of thinking. [1][2][3][4][5][6] The fundamentals of reflective writing embark upon the manifestations of subjective opinions.…”

mentioning

confidence: 99%