Using the power of research to inform ICT integration in education

Posts tagged ‘blogs’

Are interactive blogs more effective than isolated blogs in supporting student learning?

Yang, C. and Chang, Y.-S. (2012), Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning, 28: 126–135

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.

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What do ESL students have to say about using blogs for language learning?

Nadzrah ABU BAKAR, Hafizah LATIF & Azizah YA’ACOB (2010) ESL Students feedback on the use of blogs for language learning, 3L The Southeast Asian Journal of English Language Studies (2010) Volume: 16, Issue: 1, Pages: 120-142

The proliferation of the information and communication technology has provided university educators and e-learning practitioners with the technological tools that can be implemented as pedagogical instruments in the classrooms. This paper provides an account of how the blog was integrated as a pedagogical tool in the ESL classrooms and reports on the students’ feedback and perception on the use of this social medium to enhance their L2 learning. Data was collected via a survey questionnaire involving a selected cohort of low proficiency ESL students at tertiary level. Using the proposed framework, the students carried out several stages of the blogging activities embedded in the English for Social Sciences Course that they were taking at the end of which the questionnaire was administered. Analysis of data in the main indicated positive responses from the students regarding the use of blogs in L2 their learning activities. They perceived that the use of blog had generally enhanced their L2 skills such as reading and writing, developed their self-confidence, improved their communication skills and reduced their anxiety when learning and using the language among their peers. The paper ends by highlighting the benefits that can be gained as a result of the implementation of the weblog in language learning classrooms.

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