Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension Export

@article{citeulike:5877191, abstract = {This exploratory study uses quantitative and qualitative data to explore (1) whether educational blogging is associated with gains in student comprehension, (2) the relationship between writing medium (online or hard copy) and student time on task, and (3) student perceptions of blogging in the classroom. College students (n=52) completed a series of writing assignments, submitted either as traditional, hard copy papers or as blog entries (submitted online and reviewed by peers), and then completed a survey instrument probing comprehension of material and perceptions. Analysis revealed no significant differences in comprehension between blog and paper assignments, although students reported spending less time writing in the blogging condition. Qualitative data revealed a need for more guidance regarding the process of reviewing and critiquing the work of peers. Although specific comprehension gains as measured by exam items was not associated with the blogging medium, student comments suggest that blogging was associated with other specific instructional gains, such as exposure to more diverse viewpoints and increased commitment to writing and thinking. Pragmatic guidelines for instructors wishing to incorporate blogging into their classroom activities are discussed.}, author = {Ellison, Nicole and Wu, Yuehua}, citeulike-article-id = {5877191}, citeulike-linkout-0 = {http://www.editlib.org/f/24310}, issn = {1055-8896}, journal = {Journal of Educational Multimedia and Hypermedia}, keywords = {blogging, blogs}, month = {January}, number = {1}, pages = {99--122}, posted-at = {2009-10-02 15:28:19}, priority = {2}, title = {Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension}, url = {http://www.editlib.org/f/24310}, volume = {17}, year = {2008} }

TY - JOUR ID - citeulike:5877191 L3 - citeulike-article-id:5877191 N2 - This exploratory study uses quantitative and qualitative data to explore (1) whether educational blogging is associated with gains in student comprehension, (2) the relationship between writing medium (online or hard copy) and student time on task, and (3) student perceptions of blogging in the classroom. College students (n=52) completed a series of writing assignments, submitted either as traditional, hard copy papers or as blog entries (submitted online and reviewed by peers), and then completed a survey instrument probing comprehension of material and perceptions. Analysis revealed no significant differences in comprehension between blog and paper assignments, although students reported spending less time writing in the blogging condition. Qualitative data revealed a need for more guidance regarding the process of reviewing and critiquing the work of peers. Although specific comprehension gains as measured by exam items was not associated with the blogging medium, student comments suggest that blogging was associated with other specific instructional gains, such as exposure to more diverse viewpoints and increased commitment to writing and thinking. Pragmatic guidelines for instructors wishing to incorporate blogging into their classroom activities are discussed. IS - 1 JF - Journal of Educational Multimedia and Hypermedia SN - 1055-8896 EP - 122 TI - Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension VL - 17 SP - 99 KW - blogging KW - blogs AU - Ellison, Nicole AU - Wu, Yuehua PY - 2008/01// UR - http://www.editlib.org/f/24310 ER -