Student attitudes to blogs: a case study of reflective and collaborative learning

Abstract

The aim of this study is to evaluate the capacity of an e-learning tool (blog) to facilitate reflection among students as part of collaborative group learning. The paper provides insights into student attitudes towards blogs as an interactive and reflective learning tool. Additionally, the study highlights the differences between domestic and international student attitudes towards reflection as part of collaborative learning in groups. The results indicate that international students consistently viewed the use of e-learning tools more positively than domestic students. For educators, the results provide direction in terms of enhancements to assessment tasks incorporating e-learning, including the professional development of staff to address the rapidly changing learning environment.

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

“…For example, wikis have been employed by educators to facilitate peer scaffolding and feedback in collaborative writing tasks (Athanassios & Dimitrios, 2017;Moskaliuk, Kimmerle, & Cress, 2012). Blogs have also been used to engage students in reflective learning and knowledge sharing (Chawinga, 2017;Jackling, Natoli, Siddique, & Sciulli, 2015;Laru, Näykki, & Järvelä, 2012). In addition, dialogic interaction between students, and also with teachers, can be stimulated through the use of online discussion forums (Kear, Woodthorpe, Robertson, & Hutchison, 2010;P.-Y.…”

Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Blogging: A Quasi-Experimental Mixed Methods Investigation

“…Our findings echo several previous studies (for example. Jackling et al, 2015;Ette & Stoker, 2015;Park et al 2011) that students can have a better understanding of their learning through blogging if they are encouraged to formally reflect on that learning. Another finding was that the student-teachers in our study were empowered by the positive feedback they received.…”

“…On the other hand, McLoughlin and Lee (2010) found that students did not provide feedback to their allocated partner, and instead responded to only those other students whom they shared common interests with as they were to their allocated partners' postings. Jackling, Natoli, Siddique & Sciulli (2015) evaluated the capacity of blogs to facilitate reflection among students as part of collaborative group learning in an Australian higher education institution. Student perceptions towards blogs indicate that although blogs were an interactive and reflective learning tool, they were disappointed working in groups.…”

Introspección reflexiva del estudiante sobre su experiencia en másteres internacionales

“…En este sentido, "se espera que los estudiantes en Educación Superior participen activamente en el pensamiento crítico y la creación de conocimiento, en lugar de la recepción pasiva de un conocimiento dado" (Lee et al, 2015: p.31). El objetivo de las actividades de prácticas reflexivas es el fomento del aprendizaje profundo y la preparación de los estudiantes para las demandas profesionales, mediante el aprendizaje colaborativo en grupos (Jackling et al, 2015). En definitiva "el objetivo final de cualquier programa que pretenda desarrollar la reflexión no ha de ser otro que el de fomentar en los futuros profesionales habilidades metacognitivas que les permitan interrogar, analizar, conocer, evaluar y modificar su propia práctica desde un punto de vista profesional, moral y social" (Moya et al, 2010: p.13).…”