Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning

Top, Ercan

doi:10.1016/j.iheduc.2011.02.001

Cited by 125 publications

(137 citation statements)

References 22 publications

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“…Williams and Jacobs (2004) also concluded that "blogs have the potential, at least, to be a truly transformational technology in that they provide students with a high level of autonomy while simultaneously providing opportunity for greater interaction with peers" (p. 145). The findings of Top's (2012) study "approved blogging as social media for learning about [learners themselves] and developing interactive connections with others" (p. 28). In her qualitative study of the educational affordances of blogs, Robertson (2011) found that "the blogs enabled students to express their emotional experiences of learning and to exchange social and cognitive support with their peers" (p. 1643).…”

Section: Introductionmentioning

confidence: 91%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

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Section: Introductionmentioning

confidence: 91%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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“…The study also brought forwards a framework for educational affordances of blogs. Also, Top (2012) investigated the teachers' community perception of blogging courses from the perspective of pre-service teachers. Blogs were also examined in terms of a sophomore course called 'data structure' in a university in Taiwan by Huang et al (2011).…”

Section: Blogsmentioning

confidence: 99%

Social Media for Collaborative Learning and Engagement: Adoption Framework in Higher Education Institutions in Malaysia

Al-Rahmi

Othman²,

Yusuf³

2015

MJSS

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“…Pearltrees is one of many Web 2.0 technologies that encourage social knowledge sharing. Other examples include wikis and blogs [3,6,7,9,11,27] and social tagging sites [21,29,31]. Prior studies have found that many of these technologies support the types of activities required to integrate KM into collaborative learning [18,36,38].…”

Section: Pearltreesmentioning

confidence: 99%

Knowledge Management for Learning: ICT System Affordances and the Impact of Order of Use

Collins

Hiltz

Deek

2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning

Cited by 125 publications

References 22 publications

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Social Media for Collaborative Learning and Engagement: Adoption Framework in Higher Education Institutions in Malaysia

Knowledge Management for Learning: ICT System Affordances and the Impact of Order of Use

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