Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements.
Blogs have been increasingly used to supplement traditional classroom lectures in higher education. This paper explores the use of blogs, and how student attitudes towards online peer interaction and peer learning, as well as motivation to learn from peers, may differ when using the blog comments fe...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 2; pp. 126 - 136 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104529750&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104529750 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2012 vid: 28 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104529750 73283835 10.1111/j.1365-2729.2011.00423.x 104529750 ppf: 126 ppct: 10 formats: tig: atl: Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. aug: au: Yang, C. Chang, Y.-S. affil: Institute of Business and Management, National Chiao Tung University, Taiwan sug: subj: Student Attitudes Blogs Peer Group Interpersonal Relations Learning Methods Academic Achievement Human Taiwan Male Female Young Adult Adult Students, Graduate Students, Undergraduate Quasi-Experimental Studies Motivation Content Analysis Questionnaires Summated Rating Scaling Coefficient alpha Multivariate Analysis of Variance T-Tests Chi Square Test Fisher's Exact Test World Wide Web Adult: 19-44 years Male Female ab: Blogs have been increasingly used to supplement traditional classroom lectures in higher education. This paper explores the use of blogs, and how student attitudes towards online peer interaction and peer learning, as well as motivation to learn from peers, may differ when using the blog comments feature, and when students are encouraged to read and comment on each other's work. We contrast two ways blogs affect learning engagement: (1) solitary blogs as personal digital portfolios for writers; or (2) blogs used interactively to facilitate peer interaction by exposing blogging content and comments to peers. A quasi-experiment was conducted across two semesters, involving 154 graduate and undergraduate students. The result suggests that interactive blogs, compared with isolated blogs, are associated with positive attitudes towards academic achievement in course subjects and in online peer interaction. Students showed positive motivation to learn from peer work, regardless of whether blogs were interactive or solitary. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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