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Supporting student blogging in higher education

Kerawalla, Lucinda; Minocha, Shailey; Kirkup, Gill and Conole, Grainne (2009). Supporting student blogging in higher education. In: Hatzipanagos, Stylianos and Warburton, Steven eds. Handbook of research on social software and developing community ontologies. New York: Information Science Reference, pp. 222–237.

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Abstract

With a variety of asynchronous communication and collaboration tools and environments such as wikis, blogs, and forums, it can be increasingly difficult for educators to make appropriate choices about when and how to use these technologies. In this chapter, we report on the findings from a research programme on educational blogging which investigated the blogging activities of different groups of Higher Education students: undergraduate and Masters-level distance learners, and PhD students. We discuss empirical evidence of students’ experiences, perceptions, and expectations of blogging. We provide an empirically-grounded framework which can guide course designers and educators in their decision-making about whether and how to include blogging in their course-contexts so as to create value and to generate a positive student experience. Also, this framework can help guide students who are either thinking about blogging for themselves, or who are undertaking course-directed blogging activities.

Item Type: Book Chapter
ISBN: 1-60566-208-9, 978-1-60566-208-4
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetThe Open University
Keywords: Blogging Higher Education Framework;
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: 15773
Depositing User: Lucinda Kerawalla
Date Deposited: 21 Apr 2009 08:15
Last Modified: 06 Feb 2013 12:09
URI: http://oro.open.ac.uk/id/eprint/15773
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