Abstract (Summary)
This exploratory study explores student perceptions
of blogging in the classroom regarding (a) which specific characteristics of
educational blogging (writing an entry, reading other students' blogs, or
reading other students' comments on one's blog) are most helpful for
understanding course content and (b) other aspects of the instructional
blogging experience, such as the process of providing and receiving peer
feedback. College students (n=52) completed a series of writing assignments,
submitted either as traditional, hard copy papers or as blog entries (submitted
online and reviewed by peers), and then completed a survey instrument probing
their experiences and perceptions. Quantitative data analysis revealed that
reading other students' blogs was believed to be most helpful for understanding
course concepts. Analysis of the open-ended responses revealed a need for more
guidance regarding the process of reviewing and critiquing the work of peers
and appreciation for the way in which blogging exposed students to more diverse
viewpoints from their peers. Pragmatic guidelines for instructors wishing to
incorporate blogging into their classroom activities are discussed.
[PUBLICATION ABSTRACT]
College level
Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension
Nicole B Ellison, Yuehua Wu. Journal of Educational Multimedia and Hypermedia. Norfolk: 2008. Vol. 17, Iss. 1; pg. 99, 24 pgs
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