Investigating Marketing Students’ Perceptions of Active Learning and Social Collaboration in Blogs

Abstract

Web 2.0 technology has found a niche in education. In response to students' comfort level in using social media, many business educators have explored the use of Web 2.0 applications in courses. Research on the use of Web 2.0 tools to determine effectiveness for learning is still in its infancy. The authors describe one such experiment in which students used blogs in several courses. Application of blogs in courses, and assessment of this technology in regard to affecting learning behavior, as well as perceptions of students toward blogs were studied. Recommendations, challenges, opportunities, and strategies for use of blogs in courses are provided in this research.Businesses are paying attention to social media platforms such as Facebook, LinkedIn, and Twitter to establish a brand presence and connect with customers. They are taking a proactive approach to marketing their products and services by targeting a wider audience that feels empowered by using social media tools such as blogs. The new generation of consumers is characterized by an always-on connection to the Internet, and a need for interaction and socialization in the digital environment by using smartphones, netbooks, and other mobile devices that no longer require a wired connection to the Internet. Brewer and Brewer (2010) observed that the management and distribution of knowledge in a technologically driven environment is getting increased attention in business and education because it offers tremendous competitive advantage. As Hedberg and Brudvik (2008) noted, the social nature of Web 2.0 transforms users from consumers to producers of information. In a world obsessed with constant movement and action, Web 2.0 technology gives individuals the opportunity to interact with their world. Daugherty, Eastin, and Bright (2008) observed that Web 2.0 technology has made it possible for an ordinary consumer to use blogs that can significantly influence a mass audience. Companies have gone beyond solely a web presence under their own

Students' Sense of Belonging in Online Classes

“…They also echo Cole, Shelley, and Swartz's (2014) finding of no difference in course satisfaction between two distinct age groups. The fact that the three age groups in this study did not differ on their selfreported technology skills supports Hazari et al's (2013) work demonstrating no key differences in technology skills based on age.…”

“…However, they found no significant relationship between age and course success. Hazari, O'Meara Brown, and Rutledge (2013) studied 102 undergraduate marketing students' attitudes about using blogs in their class. Students were divided into three age groups: 18-21, 22-25, and over 25.…”

Technology-supported management education: a systematic review of antecedents of learning effectiveness

“…Perceived learning, in turn, causes satisfaction (Wu et al, 2010). Hazari et al (2013) suggest that peer interactions via blogs lead to constructive feedback and selfassessments. On the other hand, Arbaugh and Rau (2007) find that peer interaction in online courses can negatively influence satisfaction, while it can positively affect perceived learning.…”

The use of a group blog to actively support learning activities

“…Sim and Hew (2010) reviewed the use of blogs in higher education and found only one study specifically concerned with the use of blogs in marketing education in higher education: the study by Kaplan et al (2010). A more recent study was published by Hazari et al (2013), but a scientific literature on blogging is still limited and the majority focusing on course blogs limited to a period of one semester.…”