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 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2009
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| Acceso en línea: | Ver este registro en EBSCOhost |