Learning With Weblogs: Enhancing Cognitive and Social Knowledge Construction

Du, Helen S.; Wagner, Christian

doi:10.1109/tpc.2006.890848

Cited by 113 publications

(89 citation statements)

References 42 publications

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“…The web offers possibilities for implementing constructivist ideas in education by enabling new kinds of cooperative and/or collaborative activities. It allows students to engage in dialogue and share a variety of educational resources with each other outside the confines of the classroom (Du & Wagner, 2007). Application of constructivist principles to web-assisted learning environments is a fairly recent phenomenon; however, it is often mistakenly assumed that incorporating web-based activities will easily lead to co-creation of knowledge among learners (Chuang & Tsai, 2005;Tsai, 2008).…”

Section: The Constructivist Web-assisted Learning Environmentmentioning

confidence: 99%

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Paul

Glassman

2017

AJET

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The present study makes the case that the individual constituents of internet self-efficacy -search self-efficacy, communication self-efficacy, organisation self-efficacy, differentiation selfefficacy, and reactive/generative self-efficacy -may be of differential importance in predicting internet anxiety within web-assisted learning environments. Two hundred and eighty-nine undergraduate students enrolled in a blog-centric general education course on child development at a large mid-western university in the United States participated in this study. Based on inferences drawn from the socio-cognitive perspective and cognitive load theory, it was hypothesised that in a blog-centric constructivist learning environment, reactive/generative selfefficacy or the belief in one's ability to react meaningfully to others' posts and generate educationally valuable posts, would emerge as a unique predictor of internet anxiety after controlling for all of the other facets of internet self-efficacy. The results of a two-step hierarchical regression indicated that both reactive/generative self-efficacy and search selfefficacy are unique predictors of internet anxiety. The findings have several implications for researchers seeking greater insight into the relationship between internet self-efficacy and internet anxiety as well as instructors seeking to create a constructivist learning environment utilising the potential of the web.

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Section: The Constructivist Web-assisted Learning Environmentmentioning

confidence: 99%

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Paul

Glassman

2017

AJET

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“…We noted, for example, that Karen and Robin, in addition to their discussion postings and announcements, used online tutorials, email, paging, the phone, and an informal chat room to support students. Instructors may want to investigate the help-giving potential of newer technological tools like audio conferencing (Ice et al 2007;Ice et al 2008); mobile computing (Attewell 2005;Shih and Mills 2007); social networking media like Weblogs and wikis (Cameron and Anderson 2006;Du and Wagner 2007;Nickens et al 2008); virtual reality environments (Hodge et al 2006) and collaborative knowledgebuilding learning environments like CaMILE and Knowledge Forum (Jonassen and Remidez 2005). Springer and permission has been granted for this version to appear in e-Publications@Marquette.…”

Section: Suggestions For Online Instructorsmentioning

confidence: 99%

Cognitive and social help giving in online teaching: an exploratory study

Whipp

Lorentz

2008

Education Tech Research Dev

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While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Research and Development, Vol. 57, No. 2 (April 2009): pg. 169-192. DOI. This article is © Springer and permission has been granted for this version to appear in e-Publications@Marquette. Springer does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Springer. Educational Technology 2and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered. IntroductionMany students in higher education are reluctant to seek academic help for reasons that include low self-efficacy and threat to self-esteem, a competitive classroom climate, and teachers who appear to be unresponsive or inflexible (Karabenick 2003(Karabenick , 2004Kozanitis et al. 2008). Recent studies of student help seeking in courses where all or most of the class is conducted online, however, suggest that students are less reluctant to seek academic help in these environments and, in fact, do so more frequently than in face-to-face courses (Kitsantas and Chow 2007;Kumrow 2007). In a study of 472 students enrolled in undergraduate and graduate face-to-face classes in educational psychology and geography and distance courses in information studies, Kitsantas and Chow (2007) found that students in the distance courses sought help more often and reported less reluctance to seek help than students in traditional learning environments. In a similar study of 38 graduate nursing students, Kumrow (2007) found that students in a health care economics course (with 50% of the class online) engaged...

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“…For individual learners, blogs can foster self-expression and reflective writing (Brescia & Miller, 2006;Ferdig & Trammell, 2004;Ray & Coulter, 2008;Stiler & Philleo, 2003;Wopereis, Sloep, & Poortman, 2010;Yang, 2009). For a learning community, blogs can provide an online platform for sharing, networking, communication, and collaborative learning (Dickey, 2004;Du & Wagner, 2007;Hall & Davison, 2007;Loving, Schroeder, Kang, Shimek & Herbert, 2007;Luehmann & Tinelli, 2008;Ray & Hocutt, 2006;Williams & Jacobs, 2004). Deng and Yuen (2011) also proposed a framework for the educational affordances of blogs that included both individual and social dimensions.…”

Section: Introductionmentioning

confidence: 99%

Understanding student perceptions and motivation towards academic blogs: An exploratory study

Deng

Yuen

2012

AJET

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The success of academic blogs depends on the participation and engagement of students. Taking an exploratory approach, this study aims to develop a better understanding of the perceptions of student teachers towards academic blogging, and the factors that motivate them to write academic blogs voluntarily. Drawing on data gathered from questionnaires, interviews, and content analysis of blog posts, the study reveals a set of mediating factors in individual, social and academic dimensions, among which students' perceived values of blogs play a critical role. Our findings have methodological and practical implications for researchers and teachers interested in academic blogs, especially for those in the field of teacher education.

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Learning With Weblogs: Enhancing Cognitive and Social Knowledge Construction

Abstract: Abstract-This

Cited by 113 publications

References 42 publications

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Relationship between internet self-efficacy and internet anxiety: A nuanced approach to understanding the connection

Cognitive and social help giving in online teaching: an exploratory study

Understanding student perceptions and motivation towards academic blogs: An exploratory study

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