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An empirically grounded framework to guide blogging in higher education

Kerawalla, L.; Minocha, S.; Kirkup, G. and Conole, G. (2009). An empirically grounded framework to guide blogging in higher education. Journal of Computer Assisted Learning, 25(1) pp. 31–42.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1111/j.1365-2729.2008.00286.x
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Abstract

We report on a study involving Masters-level students who blogged as a part of a distance-learning course at the Open University, UK. We present an empirically-grounded framework which can be used to guide educators when they are considering blogging as part of their courses, and can be used by students’ whose courses include blogging activities. In our analysis of semi-structured interviews with students, we identified six factors that influenced their blogging: perceptions of, and need for, an audience; perceptions of, and need for, community; the utility of, and need for comments; presentational style of the blog content and the overarching factors related to the technological context, and the pedagogical context of the course. The students’ blogging behaviours were varied and depended upon the way in which they addressed each of the six factors. These factors along with the associated questions in the proposed framework provide insights about the activity of blogging from a student’s perspective. Therefore, the framework can guide the design of blogging activities in courses.

Item Type: Journal Article
Copyright Holders: 2008 The Authors
ISSN: 0266-4909
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetOpen University
Keywords: blogging; framework; Higher Education; blogs; internet in higher education; computers and college students; curriculum planning; college student attitudes; student participation; distance learning; learning design
Academic Unit/Department: Education and Language Studies > Childhood, Development and Learning
Mathematics, Computing and Technology > Computing & Communications
Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Computing (CRC)
Item ID: 15770
Depositing User: Lucinda Kerawalla
Date Deposited: 16 Apr 2009 10:33
Last Modified: 12 Feb 2013 08:53
URI: http://oro.open.ac.uk/id/eprint/15770
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