Understanding student perceptions and motivation towards academic blogs: An exploratory study

Deng, Liping; Yuen, Andrea

doi:10.14742/ajet.883

Cited by 28 publications

(22 citation statements)

References 35 publications

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“…The motivating and inhibiting factors for students' engagement with TPNW were also investigated. Resonant of Deng and Yuen (2012), our study revealed that the students' online participation was influenced by a set of individual, social and academic elements. Some students considered online sharing intrinsically rewarding as it enabled the contributors to gain recognition for their effort and hence boosted their confidence.…”

Section: Figure 2 Roles Of Tpnw and Facebookmentioning

confidence: 78%

Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

Deng

Tavares

2015

AJET

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<p class="abstract">Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influence student online participation. Guided by an informal learning model and the literature relating to online participation and sense of community, this exploratory study generates its findings from questionnaires, individual interviews and online postings. The results show that the Google Sites created an avenue for the students to share a range of self-developed teaching resources and ideas. Facebook is a more interactive platform through which the participants seek peer support, exchange teaching ideas, and engage in discussions on a variety of topics. Structure and control provided by Google Sites and immediacy and interactivity afforded by Facebook become complementary to each other.</p><p> </p>

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Section: Figure 2 Roles Of Tpnw and Facebookmentioning

confidence: 78%

Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

Deng

Tavares

2015

AJET

Self Cite

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“…A few studies also showed that blogs [59] and multimedia formats (in particular, video storytelling) [60] are effective media for documenting personal experiences.…”

Section: Discussionmentioning

confidence: 99%

Information encountering on social media and tacit knowledge sharing

Panahi

Watson

Partridge

2015

Journal of Information Science

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The purpose of this paper is to investigate how social media may support information encountering (i.e., where individuals encounter useful and interesting information while seeking or browsing for some other information) and how this may lead to facilitation of tacit knowledge creation and sharing. The study employed a qualitative survey design that interviewed twenty-four physicians who were active users of social media to better understand the phenomenon of information encountering on social media. The data was analysed using the thematic analysis approach. The study found six main ways through which social media supports information encountering. Furthermore, drawing upon knowledge creation theories, the study concluded that information encountering on social media facilitates tacit knowledge creation and sharing among individuals. The study provides new directions for further empirical investigations to examine whether information encountering on social media actually leads to tacit knowledge creation and sharing. The findings of the study may also provide opportunities for users to adopt social media effectively or gain greater value from social media use.

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“…Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008Woo, Chu, Ho, & Li, 2011;Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010;Ching & Hsu, 2011;Deng & Yuen, 2011;Roussinos & Jimoyiannis, 2011;Yang, 2009;Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011;Wheeler, & Wheeler, 2009;Wopereis, Sloep, & Poortman , 2010).…”

Section: Introductionmentioning

confidence: 99%

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Jimoyiannis

Tsiotakis

Roussinos

et al. 2013

AJET

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Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning. IntroductionDuring the past decade, the nature of the Web and the way people access and use web resources for personal, educational, employment, entertainment and other social purposes, have been fundamentally changed. The browser is becoming the universal interface to a range of new generation Web tools and media storing applications. In addition, the Web has been transformed from a space where users passively retrieve information, delivered by a small group of experts (Web 1.0), to a participatory, read/write platform (Web 2.0) which broadens users' communication capabilities and enables content distribution, sharing, co-creation, and remixing through participatory practices. Web 2.0 is a collective term for a series of Web-based technologies that include blogging and microblogging platforms, wikis, mediasharing sites, podcasting, content aggregators, social networks, social bookmarking sites, and other emerging forms of participatory and social media. Timothy O'Reilly (2005), generally accepted to be the originator of the notion of Web 2.0 (Anderson, 2007), has focused on the architecture of participation in contrast to the passive consumption of information. Therefore, we can broadly define the second generation of Web applications as more personalised and communicative Web spaces that support active participation, connectivity, collaboration and sharing of knowledge and ideas among users.While students are increasingly usin...

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Understanding student perceptions and motivation towards academic blogs: An exploratory study

Cited by 28 publications

References 35 publications

Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

Information encountering on social media and tacit knowledge sharing

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

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