An empirically grounded framework to guide blogging in higher education.
We report on a study involving Masters-level students who blogged as a part of a distance-learning course at the Open University, UK. We present an empirically-grounded framework that can be used to guide educators when they are considering blogging as part of their courses, and can be used by stude...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 1; pp. 31 - 43 |
|---|---|
| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2009
|
| 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=105344535&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344535 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2009 vid: 25 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344535 105344535 2010457747 10.1111/j.1365-2729.2008.00286.x 105344535 ppf: 31 ppct: 12 formats: tig: atl: An empirically grounded framework to guide blogging in higher education. aug: au: Kerawalla L Minocha S Kirkup G Conole G affil: Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes, UK sug: subj: Blogs Utilization Education, Graduate Education, Non-Traditional Adult Colleges and Universities Computer-Assisted Instruction Female Interpersonal Relations Male Middle Age Semi-Structured Interview Student Attitudes United Kingdom Human Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: We report on a study involving Masters-level students who blogged as a part of a distance-learning course at the Open University, UK. We present an empirically-grounded framework that can be used to guide educators when they are considering blogging as part of their courses, and can be used by students' whose courses include blogging activities. In our analysis of semi-structured interviews with students, we identified six factors that influenced their blogging: perceptions of, and need for, an audience; perceptions of, and need for, community; the utility of, and need for comments; presentational style of the blog content; overarching factors related to the technological context; and the pedagogical context of the course. The students' blogging behaviours were varied and depended upon the way in which they addressed each of the six factors. These factors, along with the associated questions in the proposed framework, provide insights about the activity of blogging from a student's perspective. Therefore, the framework can guide the design of blogging activities in courses. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|