Blog to support learning in the field: lessons learned from a fiasco

Divitini, Monica; Haugaløkken, Ove Kristian; Morken, Eli M.

doi:10.1109/icalt.2005.74

Cited by 62 publications

(53 citation statements)

References 2 publications

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“…That trainees found blogs beneficial to organising thoughts about their teaching practice runs contrary to results that found students did not understand the purpose or benefit of using blogs, resulting in the blogs being ignored even when part of an assessment (Divintini, Haugalokken, and Morken 2005). This could be evidence that the public nature of the blogs in Divintini, Haugalokken, and Morken (2005) created concern for the learners rather than the tool itself.…”

Section: Discussionmentioning

confidence: 82%

“…This could be evidence that the public nature of the blogs in Divintini, Haugalokken, and Morken (2005) created concern for the learners rather than the tool itself. Further research needs to be done to compare and contrast public and private blogs in the same context to better understand the situations for which each is appropriate.…”

Section: Discussionmentioning

confidence: 99%

“…Further research on supporting and encouraging reflection in in-school trainee teachers using public blogs reported limited use by students and no evidence of reflective practice (Divintini, Haugalokken, and Morken 2005). Oti and Clarke (2007) investigated the use of blogs as public reflective journals for trainee teachers, which revealed concerns from trainees around privacy and confidentiality.…”

Section: Introductionmentioning

confidence: 99%

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Trainee teachers’ use of blogs as private reflections for professional development

Hramiak

Boulton

Irwin

2009

Learning, Media and Technology

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Developments in Higher Education (HE) over the last decade have seen an increasing focus on developing skills through the use of technology as part of blended learning opportunities. At Sheffield Hallam University (SHU) and Nottingham Trent University (NTU) in the United Kingdom research has taken place over the last year in the use of personal diaries with trainee teachers using a private web log (blog). The purpose of the research was to determine if blogs could provide a setting for their continuing professional development as practitioners and emerging qualified teachers. This collaborative project was undertaken to determine attitudes and perceptions of blogging as a tool for professional development, and also to evaluate and review current practice within the two institutions in this area of teacher training. The rationale for the use of blogs with the trainee teachers in this study was to determine if they could provide a usable substitute for more traditional methods of recording their professional development throughout their course. This paper seeks to share the findings of the research which the authors believe could be applicable to other areas of Higher Education.

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Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Trainee teachers’ use of blogs as private reflections for professional development

Hramiak

Boulton

Irwin

2009

Learning, Media and Technology

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“…Divitini et al reported a study on using a blog to support teacher education. The system had been used to support communication and reflection while students were spending a period of teaching practice [1].…”

Section: Weblogsmentioning

confidence: 99%

Supporting Research with Weblogs: A Study on Web-Based Research Support Systems

Yao

2006

2006 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology Workshops

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“…Student blogging has been reported to have positive effects on, for example, on the following: higher order thinking skills (Ellison & Wu, 2008;Philip & Nicholls, 2009); knowledge sharing and reflection (Du & Wagner, 2006;Hong, 2008;Luehmann & MacBride, 2009); the learning process beyond the classroom (Ferdig & Trammell, 2004); sense of ownership (Hong, 2008); sense of community as measured by the community dimension (Deng & Yuen, 2011); and identity development (Luehmann, 2008). Some have cautioned that just having students blog does not automatically guarantee positive learning outcomes (Divitini, Haugalokken, & Morken, 2005;Krause, 2004).…”

Section: Introductionmentioning

confidence: 99%

Peer Promotions as a Method to Identify Quality Content

Gunnarsson

Alterman

2014

Learning Analytics

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Abstract:Promoting blog content is a social activity -a means of communicating one student's appreciation of another student's work. This article explores the feasibility of using student promotions of content, in a blogosphere, to identify quality content, and implications for students and instructors. We show that students actively and voluntarily promote content, identify quality material with considerable accuracy, and use promotion data to select what to read. We explore the benefits of knowing which students are good and poor predictors of quality content, and what instructors can do with this information in terms of feedback and guidance.

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Blog to support learning in the field: lessons learned from a fiasco

Cited by 62 publications

References 2 publications

Trainee teachers’ use of blogs as private reflections for professional development

Trainee teachers’ use of blogs as private reflections for professional development

Supporting Research with Weblogs: A Study on Web-Based Research Support Systems

Peer Promotions as a Method to Identify Quality Content

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