Exploring the use of blogs as learning spaces in the higher education sector

Abstract

<span>'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests.</span><p>This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.</p>

Manual therapy education. Does e-learning have a place?

“…The term 'blog' is a contraction of 'Web log', and is thought to have come into use in 1999 (Williams and Jacobs, 2004). The blog in its most basic form is an online journal with entries displayed in reverse chronological order.…”

“…As an educational tool, therefore, Blogs provide a means of sharing knowledge and a forum for debate on any conceivable topic. In Williams and Jacobs' (2004) study of an MBA blog at Brisbane Graduate School of Business, most students felt that the blog 'increased the level of meaningful intellectual exchange' amongst peers. Glogoff (2005) sees the addition of comments to blog entries as a useful means of giving immediate feedback to students on their blog entries, which in turn can be an aid to directed learning and guided discovery.…”

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

“…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 curriculum. For instance Makri and Kynigos (2007) investigated blogs applied in a graduate course.…”

“…The findings have been echoed by a number of other researchers. 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).…”

Actual and preferred teacher feedback on student blog writing

“…The prevalence of social networking tools, for example, blogs, encourage teachers, especially those in higher education, to break the boundaries of conventional practice logistics and pursue tele-collaborations with distant learner groups (e.g., Chen & Eslami, 2013;Williams & Jacobs, 2004). Facing the changes of instructional contexts and media, teacher intervention, specifically feedback, would evolve in response to new learning channels.…”