Towards an analysis framework for investigating students' engagement and learning in educational blogs.
Educational blogs are currently gaining in popularity in schools and higher education institutions, and they are widely promoted as collaborative tools supporting students' active learning. However, literature review on educational blogging revealed a lack of a complete and consistent framework for...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 3; pp. 222 - 235 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2012
|
| 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=104568439&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104568439 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2012 vid: 28 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104568439 75254127 10.1111/j.1365-2729.2011.00467.x 104568439 ppf: 222 ppct: 13 formats: tig: atl: Towards an analysis framework for investigating students' engagement and learning in educational blogs. aug: au: Jimoyiannis, A. Angelaina, S. affil: Department of Social and Educational Policy, University of Peloponnese, Korinthos, Greece sug: subj: Learning Methods Evaluation Blogs Utilization Collaboration In Adolescence Social Networks Evaluation Human Greece Funding Source Conceptual Framework Interpersonal Relations Evaluation World Wide Web Content Analysis Power Analysis Female Male Child Adolescence Child: 6-12 years Adolescent: 13-18 years Female Male ab: Educational blogs are currently gaining in popularity in schools and higher education institutions, and they are widely promoted as collaborative tools supporting students' active learning. However, literature review on educational blogging revealed a lack of a complete and consistent framework for studying and assessing students' engagement and the impact of blogging on students' learning. This study reports on the application of an analysis framework for evaluating blogging learning activities, based on two well-documented models, those of Community of Inquiry (CoI) and Social Network Analysis. The framework proposed is examined through an empirical study involving 21 K-9 students, coming from two classes, in Greece. This investigation shed light into the different ways of students' engagement in a blog-based project, namely their social and cognitive presence that supported the development of a CoI and learning. The results suggest that the students, through their different roles in the blog, achieved higher thinking and cognitive levels. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|