Research Article
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Year 2020, Volume: 21 Issue: 4, 237 - 250, 01.10.2020
https://doi.org/10.17718/tojde.803415

Abstract

References

  • Al-Hebaishi, S. M. (2012). Pre-service teachers’ perceptions towards academic blogging. Journal of Theoretical and Applied Information Technology, 37(2), 279–288.
  • Angelaina, S., & Jimoyiannis, A. (2011). Educational blogging: Developing and investigating a students’ community of inquiry. In A. Jimoyiannis (Ed.), Research on e-learning and ICT in education (pp. 167–180). New York, NY: Springer.
  • Angelaina, S., & Jimoyiannis, A. (2012) Analysing students’ engagement and learning presence in an educational blog community. Educational Media International, 49(3), 183–200. DOI:10.1080/09523987.2012.738012
  • Arslan, R. S. (2014). Integrating feedback into prospective English language teachers’ writing process via blogs and portfolios. The Turkish Online Journal of Educational Technology, 13(1), 121–150.
  • Arslan, S., & Aysel, S. K. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183–197. DOI: 10.1080/09588221.2010.486575
  • Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education, 27(5), 427–441. DOI:10.1080/0260293022000009302
  • Bangert, A. W. (2009). Building a validity argument for the community of inquiry survey instrument. The Internet and Higher Education 12(2), 104–11. DOI:10.1016/j.iheduc.2009.06.001
  • Bangert-Drowns, R. L., & Pyke, C. (2001). A taxonomy of student engagement with educational software: An exploration of literate thinking with electronic text. Journal of Educational Computing Research, 24(3), 213-234. https://doi.org/10.2190/0CKM-FKTR-0CPF-JLGR
  • Bouzidi, L., & Jaillet, A. (2009). Can online peer assessment be trusted?. Journal of Educational Technology & Society, 12(4), 257–268.
  • Cakir, H. (2013). Use of blogs in pre-service teacher education to improve student engagement. Computers & Education, 68, 244–252. DOI:10.1016/j.compedu.2013.05.013
  • Caldwell, H., & Heaton, R. (2016). The interdisciplinary use of blogs and online communities in teacher education. International Journal of Information and Learning Technology, 33(3), 142–158. DOI:10.1108/IJILT-01-2016-0006
  • Cameron, M. P. (2012). Economics with training wheels: Using blogs in teaching and assessing introductory economics. Journal of Economic Education, 43, 397–407. DOI:10.1080/00220485.2012.714316
  • Chang, Y. J., & Chang, Y. S. (2014). Assessing peer support and usability of blogging in hybrid learning environments. Interactive Learning Environments, 22(1), 3–17. DOI:10.1080/10494820.2011.619889
  • Cuhadar, C., & Kuzu, A. (2010). Improving interaction through blogs in a constructivist learning environment. Turkish Online Journal of Distance Education, 11(1), 134–161.
  • Dixon, M. D. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4), 1–15. DOI:10.24059/olj.v19i4.561
  • Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education, 24, 331–350.
  • Ellison, N. B., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99−122.
  • Eteokleous-Grigoriou N., & Photiou S. (2014) Integrating blogs in primary education. In: Karagiannidis C., Politis P., Karasavvidis I. (eds) Research on e-Learning and ICT in Education. Springer, New York, NY.
  • Field, A. (2009). Discovering statistics with SPSS, 3rd Edition. California: Sage Publications.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. DOI:10.3102/00346543074001059
  • Gürer, M. D. (2013). Utilization of learning objects in social studies lesson: Achievement, attitude and engagement. Unpublished Ph.D. thesis, Middle East Technical University, Turkey.
  • Halic, O., Lee, D., Paulus, T., & Spence, M. (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. Internet and Higher Education, 13, 206–213. DOI:10.1016/j.iheduc.2010.04.001
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98, 184–191. DOI:10.3200/JOER.98.3.184-192
  • Harju, V., Pehkonen, L., & Niemi, H. (2016). Serious but fun, self-directed yet social: blogging as a form of lifelong learning. International Journal of Lifelong Education, 35(1), 2-17, DOI:10.1080/02601370.2015.1124930
  • Holland, A. A. (2019). Effective principles of informal online learning design: A theory-building metasynthesis of qualitative research. Computers & Education, 128, 214–226. DOI:10.1016/j.compedu.2018.09.026
  • Johnson, D. W., & Johnson, R. T. (1994). Professional development in cooperative learning: short-term popularity vs. long-term effectiveness. Cooperative Learning, 14, 52–54. DOI:10.1016/S0742-051X(97)00039-5
  • Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654–1664. DOI:10.1016/j.compedu.2011.02.008
  • Kılıç, E., & Gökdaş, I. (2014). Learning through blogging: Use of blogs to enhance the perceived learning of pre-service ICT teachers. Educational Sciences: Theory & Practice, 14(3), 1169–1177. DOI:10.12738/estp.2014.3.1987
  • Kucuk, S., & Richardson, J. E. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning Journal, 23(2), 196–216. DOI:10.24059/olj.v23i2.1455
  • Kuo, Y. C., Belland, B. R., & Kuo, Y. T. (2017). Learning through blogging: students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology & Society, 20(2), 37–50.
  • Kurt, A. A., Izmirli, S. & Sahin-Izmirli, O. (2011). Student experience in blog use for supplementary purposes in courses. Turkish Online Journal of Distance Education, 12(3), 78–96
  • Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for teaching and learning: An Examination of experience, attitudes, and levels of thinking. Contemporary Educational Technology, 4(3), 172–186.
  • Liu, X., Magjuka, R. J., Bonk, C. J., & Lee, S. (2007). Does sense of community matter? Quarterly Review of Distance Education, 8, 9–24.
  • Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. Internet and Higher Education, 24, 26–34. DOI:10.1016/j.iheduc.2014.09.005
  • McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6–23. DOI:10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I
  • Novakovich, J. (2016). Fostering critical thinking and reflection through blog-mediated peer feedback. Journal of Computer Assisted Learning, 32, 16–30. DOI:10.1111/jcal.12114
  • Novakovich, J., & Long, E. (2013). Digital performance learning: Utilizing a course weblog for mediating communication. Journal of Education Technology and Society, 16(4), 231–241.
  • Petersen, S. A., Chabert, G., & Divitini, M. (2006). Language learning: Design considerations for mobile community blogs. IADIS International Conference Mobile Learning (pp. 14−15). Dublin.
  • Petko, D., Egger, N., & Graber, M. (2014). Supporting learning with weblogs in science education: A comparison of blogging and hand-written reflective writing with and without prompts. Themes in Science & Technology Education, 7(1), 3–17.
  • Phirangee, K. (2016). Students’ perceptions of learner-learner interactions that weaken a sense of community in an online learning environment. Online Learning, 20(4), 13–33.
  • Pursel, B. K., & Xie, H. (2014). Patterns and pedagogy: Exploring student blog use in higher education. Contemporary Educational Technology, 5(2), 96–109.
  • Richardson, W. (2005). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
  • Rockinson-Szapkiw, A. J., & Walker, V. L. (2009). Web 2.0 technologies: Facilitating interaction in an online human services counseling skills course. Journal of Technology in Human Services, 27(3), 175−193. DOI:10.1080/15228830903093031
  • Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319–332. DOI:10.1016/S1096-7516(02)00130-6
  • Sadera, W. A., Robertson, J., Song, L., & Midon, M. N. (2009). The role of community in online learning success. MERLOT Journal of Online Learning and Teaching, 5, 277–284.
  • Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34, 619–628. DOI:10.1007/s10964-005-8950-4.
  • Santos, M. C., & Leahy, M. (2014). Postpedagogy and web writing. Computers and Composition, 32, 84–95. DOI:10.1016/j.compcom.2014.04.006
  • Shana, Z. A., & Abulibdehb, E. S. (2015). Engaging students through blogs: Using blogs to boost a course experience. International Journal of Emerging Technologies in Learning, 10(1), 30-38. DOI:10.3991/ijet.v10i1.4240
  • Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
  • Top, E. (2012). Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning. The Internet and Higher Education, 15, 24–28. DOI:10.1016/j.iheduc.2011.02.001
  • Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249–276. DOI:10.3102/00346543068003249
  • Topping, K., Smith, F. F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment and Evaluation in Higher Education, 25, 149–169. DOI:10.1080/713611428
  • Tse, S.K., Yuen, A.H.K., Loh, E.K.Y., Lam, J.W.I., & Ng, R.H.W. (2010). The impact of blogging on Hong Kong primary school students’ bilingual reading literacy. Australasian Journal of Educational Technology, 26(2), 164–179. DOI:10.14742/ajet.1088
  • Vaezi, S., & Abbaspour, E. (2015). Asynchronous online peer written corrective feedback: effects and affects. In: Mehrak R. (Ed.), Handbook of Research on Individual Differences in Computer-Assisted Language Learning, (pp 271–297). PA: USA.
  • Wassell, B., & Crouch, C. (2008). Fostering critical engagement in preservice teachers: Incorporating weblogs into multicultural education. Journal of Technology and Teacher Education, 16(2), 211–232.
  • Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students’ reflective learning processes. The Internet and Higher Education, 11(1), 18–25. DOI:10.1016/j.iheduc.2007.11.001
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11–21.
  • Yeh, H. C., Tseng, S.-S., & Chen, Y.-S. (2019). Using online peer feedback through blogs to promote speaking performance. Educational Technology & Society, 22(1), 1–14.

SENSE OF COMMUNITY, PEER FEEDBACK AND COURSE ENGAGEMENT AS PREDICTORS OF LEARNING IN BLOG ENVIRONMENTS

Year 2020, Volume: 21 Issue: 4, 237 - 250, 01.10.2020
https://doi.org/10.17718/tojde.803415

Abstract

Blogs have the potential to improve in-depth thinking, reflection, interaction and sense of community in higher education settings. Although the effectiveness of blogging on performance and thinking skills, student interaction and collaboration have been investigated by many educators, the number of studies on what influences learning in blog-based learning environments is limited. The aim of this study was to investigate the relationship between sense of community, perception of peer feedback, course engagement and learning in a blog-based learning environment. A relational study was adopted, and 170 university students participated in this study. The data of the study were collected through an online questionnaire that measures students’ sense of community, peer feedback, course engagement, and perceived learning. In order to analyze the data, correlation and multiple regression tests were applied, as well as mean and standard deviation. At the end of the study, it was found that students’ perceived learning, sense of community, peer feedback perceptions and course engagement were at a high level. In addition, the results of this study showed that in blog environments, students’ sense of community, peer feedback perception and course engagement were significant predictors of their learning. The study findings have implications for both teachers and students and can be used as a framework to help the successful use of educational blogs.

References

  • Al-Hebaishi, S. M. (2012). Pre-service teachers’ perceptions towards academic blogging. Journal of Theoretical and Applied Information Technology, 37(2), 279–288.
  • Angelaina, S., & Jimoyiannis, A. (2011). Educational blogging: Developing and investigating a students’ community of inquiry. In A. Jimoyiannis (Ed.), Research on e-learning and ICT in education (pp. 167–180). New York, NY: Springer.
  • Angelaina, S., & Jimoyiannis, A. (2012) Analysing students’ engagement and learning presence in an educational blog community. Educational Media International, 49(3), 183–200. DOI:10.1080/09523987.2012.738012
  • Arslan, R. S. (2014). Integrating feedback into prospective English language teachers’ writing process via blogs and portfolios. The Turkish Online Journal of Educational Technology, 13(1), 121–150.
  • Arslan, S., & Aysel, S. K. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183–197. DOI: 10.1080/09588221.2010.486575
  • Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education, 27(5), 427–441. DOI:10.1080/0260293022000009302
  • Bangert, A. W. (2009). Building a validity argument for the community of inquiry survey instrument. The Internet and Higher Education 12(2), 104–11. DOI:10.1016/j.iheduc.2009.06.001
  • Bangert-Drowns, R. L., & Pyke, C. (2001). A taxonomy of student engagement with educational software: An exploration of literate thinking with electronic text. Journal of Educational Computing Research, 24(3), 213-234. https://doi.org/10.2190/0CKM-FKTR-0CPF-JLGR
  • Bouzidi, L., & Jaillet, A. (2009). Can online peer assessment be trusted?. Journal of Educational Technology & Society, 12(4), 257–268.
  • Cakir, H. (2013). Use of blogs in pre-service teacher education to improve student engagement. Computers & Education, 68, 244–252. DOI:10.1016/j.compedu.2013.05.013
  • Caldwell, H., & Heaton, R. (2016). The interdisciplinary use of blogs and online communities in teacher education. International Journal of Information and Learning Technology, 33(3), 142–158. DOI:10.1108/IJILT-01-2016-0006
  • Cameron, M. P. (2012). Economics with training wheels: Using blogs in teaching and assessing introductory economics. Journal of Economic Education, 43, 397–407. DOI:10.1080/00220485.2012.714316
  • Chang, Y. J., & Chang, Y. S. (2014). Assessing peer support and usability of blogging in hybrid learning environments. Interactive Learning Environments, 22(1), 3–17. DOI:10.1080/10494820.2011.619889
  • Cuhadar, C., & Kuzu, A. (2010). Improving interaction through blogs in a constructivist learning environment. Turkish Online Journal of Distance Education, 11(1), 134–161.
  • Dixon, M. D. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4), 1–15. DOI:10.24059/olj.v19i4.561
  • Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education, 24, 331–350.
  • Ellison, N. B., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99−122.
  • Eteokleous-Grigoriou N., & Photiou S. (2014) Integrating blogs in primary education. In: Karagiannidis C., Politis P., Karasavvidis I. (eds) Research on e-Learning and ICT in Education. Springer, New York, NY.
  • Field, A. (2009). Discovering statistics with SPSS, 3rd Edition. California: Sage Publications.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. DOI:10.3102/00346543074001059
  • Gürer, M. D. (2013). Utilization of learning objects in social studies lesson: Achievement, attitude and engagement. Unpublished Ph.D. thesis, Middle East Technical University, Turkey.
  • Halic, O., Lee, D., Paulus, T., & Spence, M. (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. Internet and Higher Education, 13, 206–213. DOI:10.1016/j.iheduc.2010.04.001
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98, 184–191. DOI:10.3200/JOER.98.3.184-192
  • Harju, V., Pehkonen, L., & Niemi, H. (2016). Serious but fun, self-directed yet social: blogging as a form of lifelong learning. International Journal of Lifelong Education, 35(1), 2-17, DOI:10.1080/02601370.2015.1124930
  • Holland, A. A. (2019). Effective principles of informal online learning design: A theory-building metasynthesis of qualitative research. Computers & Education, 128, 214–226. DOI:10.1016/j.compedu.2018.09.026
  • Johnson, D. W., & Johnson, R. T. (1994). Professional development in cooperative learning: short-term popularity vs. long-term effectiveness. Cooperative Learning, 14, 52–54. DOI:10.1016/S0742-051X(97)00039-5
  • Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students’ satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654–1664. DOI:10.1016/j.compedu.2011.02.008
  • Kılıç, E., & Gökdaş, I. (2014). Learning through blogging: Use of blogs to enhance the perceived learning of pre-service ICT teachers. Educational Sciences: Theory & Practice, 14(3), 1169–1177. DOI:10.12738/estp.2014.3.1987
  • Kucuk, S., & Richardson, J. E. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning Journal, 23(2), 196–216. DOI:10.24059/olj.v23i2.1455
  • Kuo, Y. C., Belland, B. R., & Kuo, Y. T. (2017). Learning through blogging: students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology & Society, 20(2), 37–50.
  • Kurt, A. A., Izmirli, S. & Sahin-Izmirli, O. (2011). Student experience in blog use for supplementary purposes in courses. Turkish Online Journal of Distance Education, 12(3), 78–96
  • Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for teaching and learning: An Examination of experience, attitudes, and levels of thinking. Contemporary Educational Technology, 4(3), 172–186.
  • Liu, X., Magjuka, R. J., Bonk, C. J., & Lee, S. (2007). Does sense of community matter? Quarterly Review of Distance Education, 8, 9–24.
  • Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. Internet and Higher Education, 24, 26–34. DOI:10.1016/j.iheduc.2014.09.005
  • McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6–23. DOI:10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I
  • Novakovich, J. (2016). Fostering critical thinking and reflection through blog-mediated peer feedback. Journal of Computer Assisted Learning, 32, 16–30. DOI:10.1111/jcal.12114
  • Novakovich, J., & Long, E. (2013). Digital performance learning: Utilizing a course weblog for mediating communication. Journal of Education Technology and Society, 16(4), 231–241.
  • Petersen, S. A., Chabert, G., & Divitini, M. (2006). Language learning: Design considerations for mobile community blogs. IADIS International Conference Mobile Learning (pp. 14−15). Dublin.
  • Petko, D., Egger, N., & Graber, M. (2014). Supporting learning with weblogs in science education: A comparison of blogging and hand-written reflective writing with and without prompts. Themes in Science & Technology Education, 7(1), 3–17.
  • Phirangee, K. (2016). Students’ perceptions of learner-learner interactions that weaken a sense of community in an online learning environment. Online Learning, 20(4), 13–33.
  • Pursel, B. K., & Xie, H. (2014). Patterns and pedagogy: Exploring student blog use in higher education. Contemporary Educational Technology, 5(2), 96–109.
  • Richardson, W. (2005). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
  • Rockinson-Szapkiw, A. J., & Walker, V. L. (2009). Web 2.0 technologies: Facilitating interaction in an online human services counseling skills course. Journal of Technology in Human Services, 27(3), 175−193. DOI:10.1080/15228830903093031
  • Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319–332. DOI:10.1016/S1096-7516(02)00130-6
  • Sadera, W. A., Robertson, J., Song, L., & Midon, M. N. (2009). The role of community in online learning success. MERLOT Journal of Online Learning and Teaching, 5, 277–284.
  • Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34, 619–628. DOI:10.1007/s10964-005-8950-4.
  • Santos, M. C., & Leahy, M. (2014). Postpedagogy and web writing. Computers and Composition, 32, 84–95. DOI:10.1016/j.compcom.2014.04.006
  • Shana, Z. A., & Abulibdehb, E. S. (2015). Engaging students through blogs: Using blogs to boost a course experience. International Journal of Emerging Technologies in Learning, 10(1), 30-38. DOI:10.3991/ijet.v10i1.4240
  • Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
  • Top, E. (2012). Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning. The Internet and Higher Education, 15, 24–28. DOI:10.1016/j.iheduc.2011.02.001
  • Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249–276. DOI:10.3102/00346543068003249
  • Topping, K., Smith, F. F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment and Evaluation in Higher Education, 25, 149–169. DOI:10.1080/713611428
  • Tse, S.K., Yuen, A.H.K., Loh, E.K.Y., Lam, J.W.I., & Ng, R.H.W. (2010). The impact of blogging on Hong Kong primary school students’ bilingual reading literacy. Australasian Journal of Educational Technology, 26(2), 164–179. DOI:10.14742/ajet.1088
  • Vaezi, S., & Abbaspour, E. (2015). Asynchronous online peer written corrective feedback: effects and affects. In: Mehrak R. (Ed.), Handbook of Research on Individual Differences in Computer-Assisted Language Learning, (pp 271–297). PA: USA.
  • Wassell, B., & Crouch, C. (2008). Fostering critical engagement in preservice teachers: Incorporating weblogs into multicultural education. Journal of Technology and Teacher Education, 16(2), 211–232.
  • Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students’ reflective learning processes. The Internet and Higher Education, 11(1), 18–25. DOI:10.1016/j.iheduc.2007.11.001
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11–21.
  • Yeh, H. C., Tseng, S.-S., & Chen, Y.-S. (2019). Using online peer feedback through blogs to promote speaking performance. Educational Technology & Society, 22(1), 1–14.
There are 58 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Melih Derya Gurer This is me 0000-0002-2627-7847

Publication Date October 1, 2020
Submission Date December 18, 2019
Published in Issue Year 2020 Volume: 21 Issue: 4

Cite

APA Gurer, M. D. (2020). SENSE OF COMMUNITY, PEER FEEDBACK AND COURSE ENGAGEMENT AS PREDICTORS OF LEARNING IN BLOG ENVIRONMENTS. Turkish Online Journal of Distance Education, 21(4), 237-250. https://doi.org/10.17718/tojde.803415