To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course

Halic, Olivia; Lee, Debra; Paulus, Trena M.; Spence, Marsha

doi:10.1016/j.iheduc.2010.04.001

Cited by 209 publications

(226 citation statements)

References 24 publications

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“…Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the curriculum. For instance Makri and Kynigos (2007) investigated blogs applied in a graduate course.…”

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confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

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mentioning

confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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“…Blogging is an example of a technology that has been increasingly used in education both by teachers and students [4] . Educators have woven blogging into their curriculum as they believed it would enhance students' skills in reading, writing, and collaboration [10][11][12] .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Chu and colleagues [3] explained that blogging can essentially serve as a journal which encourages students to write on their and others' experiences. Several authors reported the advantage of blogging in co-creating knowledge [3,4] and believed that it augmented students' interests and engagement in the course content.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A blog refers to a series of entries with limited word count (e.g., between 50 and 500 characters) posted to a specific webpage in learning environments (e.g., Blackboard, Moodle, WebCT) or public environments (e.g., Twitter) [2] which can be viewed by multiple readers [3,4] . In the last decade blogging has become popular in the context of education as it is believed to be simple to use, easily accessible and inexpensive [3,5] .…”

Section: Introductionmentioning

confidence: 99%

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Nursing students’ experiences on blogging in the classroom: Linking between ethics and pedagogy

Epstein

Ray

2014

JNEP

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This paper reports students' perspectives on using blogging in an undergraduate nursing classroom. Blogging refers to a series of entries with limited word count. Several anecdotal reports focus on the potential advantages (e.g., increasing students' writing, reflecting, collaborating, participation and critical thinking skills) of blogging in education. Yet limited reports discuss its challenges. We argue that in order to better understand the use of blogging in the classroom we need to look more closely at students' values, beliefs and expectations. Thus, to better understand teaching and learning and evaluate blogging we used Gesler's theory of therapeutic landscape. Students' retrospective accounts revealed two overarching themes: students' experiences and students' responses to blogging. Despite the fact that students experienced and valued blogging in their everyday lives, their responses to in-class blogging were not always positive.

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“…Litteraturgennemgangen viser, at anvendelse af blogs i laeringssituationer kan give de studerende mulighed for at reflektere i faellesskab (Halic, Lee, Paulus, & Spence, 2010;Osman & Koh, 2013;Williams & Jacobs, 2004). Eftersom refleksion er en grundlaeggende del af studerendes laeringsproces, er det vigtigt at tilrettelaegge undervisningsforløb, som kan stimulere studerende til at vaere undersøgende, nysgerrige og eftertaenksomme for hermed at understøtte deres evne til refleksion (Dewey, 1933(Dewey, /2009).…”

Section: Introduktionunclassified

Blogs - Læringsfællesskab med rum til refleksion

Danbjørg

Clemensen

Hansen

et al. 2018

LOM

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Anvendelse af blogs i laeringssituationer kan give studerende mulighed for at reflektere i faellesskab. Derfor blev blogs afprøvet blandt universitetsstuderende med det formål at undersøge, hvordan studerende oplever anvendelsen af blogmediet, samt undersøge hvilke former for refleksion, som blogs kan understøtte. Undersøgelsen var baseret på en sociokulturel forståelse af laering, hvor laering ses som en proces, der konstrueres gennem interaktioner. Blogs blev afprøvet som en del af et undervisningsforløb for 24 studerende.Blogindlaeggene blev analyseret mhp at identificere refleksionsniveauet, og der blev gennemført et fokusgruppeinterview med fem studerende for at afdaekke de studerendes oplevelser med at blogge.Konklusionen er at blogmediet tilbyder et laeringsfaelleskab, som giver de studerende mulighed for refleksion. Desuden tyder det på, at muligheden for refleksion forringes ved uklarhed over opgaven og usikkerhed på hvordan blogmediet anvendes. Endelig kan anvendelsen af blogs i laeringssituationer udfordre de gaengse opfattelser af laering, hvilket kan skabe forvirring hos de studerende. Laering & Medier (LOM) -nr. 18 -2018 ISSN: 1903 http://www.lom.dk 3 Abstract in EnglishThe use of blogs in learning situations offers students the possibility to reflect collaboratively. Therefore, blogs were tested among university student s in order to investigate how students experience the use of blogs and to investigate on which levels of reflections that blogs can support. The study was based on a socio cultural understanding of learning, where learning is seen as a process that is constructed through interaction with…. Blogs were tested as a part of a course among 24 students.

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To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course

Cited by 209 publications

References 24 publications

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Nursing students’ experiences on blogging in the classroom: Linking between ethics and pedagogy

Blogs - Læringsfællesskab med rum til refleksion

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