Towards a framework for educational affordances of blogs

Deng, Liping; Yuen, Andrea

doi:10.1016/j.compedu.2010.09.005

Cited by 218 publications

(185 citation statements)

References 24 publications

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“…Much of the blogging research in teacher education has been carried out on open platforms (Chu, Chan and Tiwari 2012;Deng and Yuen 2011). Here I decided to keep the blog private between trainee teacher and teacher educator.…”

Section: Methodsmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Methodsmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…A blog or a weblog is a website that contains posts, presented in reverse chronological order. For a number of years now blogs have been attracting interest from the educational arena (Ray and Coulter 2008), because, for example, the expressive nature of the blog makes it a very appealing academic resource (Deng and Yuen 2011). Language students and teachers have also utilised this tool for the purposes of reflection, community building, self-expression, and the enhancement of reading and writing skills (Murray and Hourigan 2006;Murugaiah, Azman, Yaacob and Thang 2010), while attending to both knowledge construction and RP (Luehmann 2008;Elliott 2009).…”

Section: Online Tools In Teacher Educationmentioning

confidence: 99%

Tracing the reflective practices of student teachers in online modes

Farr

Riordan

2014

ReCALL

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During the course of pre and in-service education programmes reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions; professional development portfolios; and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as online chat, discussion forums and blogs, in terms of their suitability and affordances as reflective media. It begins by examining positional survey data gathered from student teachers (STs) who have used these social media over a period of time.Following this it focuses on one of the desired outcomes of Reflective Practice (RP), the construction of a teacher identity as part of the process of becoming a professional. The construction of identity through the mediational tool of language used across these modes is examined through a corpus linguistics lens. Collections of language produced around RP activities are analysed as a corpus in quantitative and qualitative ways. These complementary sources of data in a mixed-methods approach provide some insights into the technologies and their potentials in a Language Teacher Education (LTE) context. To this end, our findings suggest that blogs, in particular, foster narration, RP and the expression of identities, while chat and forums promote emotional and affective engagement, all of which can be useful to STs at the initial and continuing stages of their career.

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“…Note that Deng and Yuen's use of the term is more abstract than Norman's who was specifically referring to the affordances of physical artefacts in the domain of product design. In the cognitive dimension, Deng and Yuen focussed on reflection, as defined by Dewey: "active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends" (in Deng & Yuen 2011;443). Reflection is indeed an important aspect of self-directed learning, but selfdirected learning encompasses other high level skills which can also be developed through blogging.…”

Section: Introductionmentioning

confidence: 99%

“…Firstly, blogs can be seen as a convenient way to produce and share a reflective learning log and secondly, they can offer an audience for students writing within the safety of a learning community thus offering opportunities for collaborative learning. Deng and Yuen's framework of the educational affordances of blogs highlights the opportunities for the development of skills along cognitive and social/psychological dimensions (Deng & Yuen, 2011). Affordances are defined as ''the perceived and actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used'' (Norman, 1998;9).…”

Section: Introductionmentioning

confidence: 99%

The educational affordances of blogs for self-directed learning

Robertson

2011

Computers & Education

166

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To be successful university learners, students need to develop skills in self-directed learning. This encompasses a range of cognitive and meta-cognitive skills including generating one's own learning goals, planning how to tackle a problem, evaluating whether learning goals have been met, and re-planning based on this evaluation. The educational affordances of blogs offer opportunities for students to become selfdirected learners in a supportive social environment. Based on qualitative analysis of design diaries written by 113 computer science students about a creative project, this paper presents a framework of the ways in which blogging activities can assist groups of students and their teachers in the development of a range of cognitive, social and self-directed learning skills. Although the students in this study used the commenting feature of blogs effectively for the purpose of praising and encouraging their peers, and giving hints and tips for solving problems, they did not coach each other on higher order skills. The paper discusses how this could be achieved in order to extend the educational value of blogging within a university learning community.

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Towards a framework for educational affordances of blogs

Cited by 218 publications

References 24 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Tracing the reflective practices of student teachers in online modes

The educational affordances of blogs for self-directed learning

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