2015
DOI: 10.1177/1469787415574051
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The use of a group blog to actively support learning activities

Abstract: Despite the widespread use of blogs in higher education, there remains a lack of knowledge and consensus about the use and value of blogging in higher education, particularly when used for long periods. This article investigates the use of a group blog to assist traditional teaching activities and foster collaborative learning through the development of a sense of community. It describes how the blog project was implemented and the experiences of administrators and students in using the blog providing insights… Show more

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Cited by 25 publications
(18 citation statements)
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References 41 publications
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“…In other words, doingand doing togethershould lead to the activation of Biggs' higher level cognitive processes and improved, indeed authentic, learning. Finally, drawing on Duarte (2015), students were encouraged to facilitate their doing together by using their preferred platforms and ICTs (e.g. Blackboard, WhatsApp, Facebook, e-mail).…”
Section: Learning By Associationmentioning
confidence: 99%
“…In other words, doingand doing togethershould lead to the activation of Biggs' higher level cognitive processes and improved, indeed authentic, learning. Finally, drawing on Duarte (2015), students were encouraged to facilitate their doing together by using their preferred platforms and ICTs (e.g. Blackboard, WhatsApp, Facebook, e-mail).…”
Section: Learning By Associationmentioning
confidence: 99%
“…The blogs should be seen as a testament to students’ abilities to explore subject information and creatively document relevant contemporary events in a study discipline beyond the limits of the curriculum. While this is also possible with journal and seminar preparation and presentation, blogging has the added potential to encourage interaction while it is being developed between blogging groups ( Ferdig and Trammel, 2004 ; Duarte, 2015 ).…”
Section: Discussionmentioning
confidence: 99%
“…As the blog contributed to the students’ final grade, the blogging exercise was always completed. Reluctance to blog ( Duarte, 2015 ) by some, led to shabby blogs that were populated close to the deadline. The challenge of discerning fair and equitable work in groupwork ( Luca and McLoughlin, 2005b ) was not difficult with blogs, as it usually is with other group assignments, as every blog post is accompanied by a time-stamp against the contributor’s name.…”
Section: Discussionmentioning
confidence: 99%
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“…This appeared to be timely, considering growing evidence of the widespread use of a diverse range of technology across the HE landscape, whether this be to engage learners by means of blogging to support learning activities (Duarte, 2015), to capture lessons to enable play back for learners (Ford, Burns, Mitch, & Gomez, 2012), use of mobile devices (Dale & Pymm, 2009) to social media (Nkhoma et al, 2015). Whilst the structures of HE institutions do not automatically lend themselves to the implementation of such educational technologies (Habib & Johannesen, 2014), modern-day learners have been described as 'digital natives' (Prensky, 2001) describing their ability to use and adapt to technology.…”
Section: Focus Of This Papermentioning
confidence: 99%