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Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension
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Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension

Author: Nicole Ellison; Yuehua Wu
Publisher: Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Edition/Format: Article Article : English
Publication:Journal of Educational Multimedia and Hypermedia, v17 n1 p99-122 Jan 2008
Other Databases: WorldCatWorldCat
Summary:
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  Read more...
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Details

Document Type: Article
All Authors / Contributors: Nicole Ellison; Yuehua Wu
ISSN:1055-8896
Language Note: English
Unique Identifier: 425163509
Awards:
Description: 24

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. (Contains 1 table, 1 figure and 5 notes.)

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