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Patterns and Pedagogy: Exploring Student Blog Use in Higher Education

Year 2014, Volume: 5 Issue: 2, 96 - 109, 01.06.2014

Abstract

As social and collaborative technologies emerge, educators and scholars continue to explore and experiment with how these tools might impact pedagogy. For over a decade, educators experimented with the use of blogs in academic settings, a tool that allows for students and instructors to enter into a rich dialogue. With most technology tools, users often leave ‘digital footprints’ throughout the environment. These footprints, in combination with other sources of data, allow researchers to explore relationships between the tool itself and the different types of end users. This study examines two years of institutional blog data, combined with demographic data to help describe the users of a blog platform. Different clusters of users are uncovered, and various use cases are explored, illustrating how different instructors choose to leverage blogs in the flow of a course. Using analysis of variance (ANOVA) to compare different blogging groups, results show a strong correlation between entry-dominant bloggers and growth in Grade Point Average (GPA) over time. With the rise in popularity of learning analytics, the results of this study might influence future learning analytics tools and systems

References

  • Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32-44.
  • Barnes, C. & Tynan, B. (2007). The adventures of Miranda in the brave new world: Learning in a Web 2.0 millennium. Association for Learning Technology Journal, 15(3), 189-200.
  • Barneveld, A., Arnold, K., & Campbell, J. (2012). Analytics in higher education: Establising a common language. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3026.pdf
  • Boitshwaelo, B. (2011). Proposing an integrated research framework for Connectivism: Utilising theoretical synergies. International Review of Research in Open and Distance Learning, 12(3), 161-179.
  • Cano, E., Carbonell, M. R., Lanzo, N. C., & Ion, G. (2012). Developing assessment practices through the use of blogs in higher education: An innovative experience in the open university of Catalonia (pp. 300-305). Presented at the eLearning and Software for Education, Bucharest.
  • Cochrane, T., Bateman, R., & Flitta, I. (2009). Integrating mobile web 2.0 within tertiary education. In A. Méndez-Vilas, A. Solano Martin, J. A. Mesa González, & J. Mesa González (Eds.), Research, reflections and innovations in integrating ICT in education(pp. 1348-1352). Badajoz, Spain: FORMATEX.
  • Downes, S. (2004). Educational blogging. Educause Review, 39(5), 14-26.
  • Friesen, N. & Lowe, S. (2011) The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183- 194.
  • Glogoff, S. (2005). Instrucitonal blogging: Promoting interactivity, student-centered learning, and peer input. Innovate, 1(15).
  • Guder, C. (2010). Patrons and pedagogy: A look at the theory of Connectivism. Public Services Quartley, 6(1), 36-42.
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., &Tatham, R. L. (2006).Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson Education.
  • Hardy, A., Tinney, J., & Davies, S. (2012). Using e-portfolios to support trainee design and technology teachers in developing their subject knowledge. Presented at the Pupil’s Attitude Towards Technology (PATT). Stockholm, Sweden.
  • Hsu, C. & Lin, J. (2008). Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation. Information & Management, 45(1), 65-74.
  • Hurlburt, S. (2008). Defining tools for a new learning space: Writing and reading class blogs. MERLOT Journal of Online Learning and Teaching, 4(2), 182-189.
  • Ion, G. & Stingu, M. (2012). Learning pedagogy through blogs: An experience in initial teacher training. Presented at the eLearning and Software for Education, Bucharest.
  • Kerawalla, L., Minocha, S., Kirkup, G., & Conole, G. (2009). An empirically grounded framework to guide blogging in higher education. Journal of Computer Assisted Learning, 25(1), 31-42.
  • Kerr, B. (2007). A challenge to Connectivism. Retrieved on 9 April 2013 from http://learningevolves.wikispaces.com/kerr
  • Kuehl, R. O. (2000). Design of experiments: Statistical principles of research design and analysis. Pacific Grove, CA: Duxbury/Thomson Learning.
  • Lei, C., Krilavicius, T., Zhang, N., Wan, K., & Man, K. (2012). Using web 2.0 tools to learning in higher education: A case study in technological education. Paper presented at the International Multiconference of Engineers and Computer Scientists. Hong Kong.
  • Maag, M. (2005). The potential use of “Blogs” in nursing education. CIN: Computers, Informatics, Nursing, 23(1), 16–24.
  • Oravec, J. A. (2003). Blending by blogging: weblogs in blended learning initiatives. Journal of educational media, 28(2-3), 225–233.
  • O'Reilly, T. (2005). What is Web 2.0. - Design patterns and business models for the next generation of software. Retrieved on 12 April 2014 from http://oreilly.com/web2/archive/what-is-web- 20.html.
  • Overby, A. (2009). The new conversation: Using weblogs for reflective practice in the studio art classroom. Art Education, 62(4), 18–24.
  • Radinsky, J., Bouillion, L., Lento, E. & Gomez, L. (2001). Mutual benefit partnership: A curricular design for authenticity. Journal of Curriculum Studies, 33(4), 405-430.
  • Rifkin, W., Longnecker, N., Leach, J., Davis, L., & Orthia, L. (2009). Motivate students by having them publish in new media: an invitation to science lecturers to share and test. Proceedings of the Uniserve Science Conference. Sydney, Australia.
  • Schroeder, A., Minocha, S., & Schneider, C. (2010). The strengths, weaknesses, opportunities, and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26(3), 159-174.
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin Company.
  • Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved on 15 March 2014 from http://itdl.org/journal/jan_05/article01.htm.
  • Siemens, G., Gasevic, D., Haythornthwaite, C., Buckingham Shum, S., Ferguson, R., & Duvel, E. (2011). Open learning analytics: An integrated and modularized platform. Paper presented at the Learning Analytics and Knowledge. Banff, Alberta, Canada.
  • Waycott, J., Sheard, J., Thompson, C., & Clerehan, R. (2013) Making students’ work visible on the social web: A blessing or a curse? Computers & Education, 68, 86-59.
  • Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students’ reflectinve learning processes. Internet and Higher Education, 11(1), 18-25.
  • Correspondence: Bart K. Pursel, Co-Director, Center for Online Innovation in Learning, The
  • Pennsylvania State University, 202C Rider Building, University Park, Pennsylvania, United States
Year 2014, Volume: 5 Issue: 2, 96 - 109, 01.06.2014

Abstract

References

  • Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32-44.
  • Barnes, C. & Tynan, B. (2007). The adventures of Miranda in the brave new world: Learning in a Web 2.0 millennium. Association for Learning Technology Journal, 15(3), 189-200.
  • Barneveld, A., Arnold, K., & Campbell, J. (2012). Analytics in higher education: Establising a common language. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3026.pdf
  • Boitshwaelo, B. (2011). Proposing an integrated research framework for Connectivism: Utilising theoretical synergies. International Review of Research in Open and Distance Learning, 12(3), 161-179.
  • Cano, E., Carbonell, M. R., Lanzo, N. C., & Ion, G. (2012). Developing assessment practices through the use of blogs in higher education: An innovative experience in the open university of Catalonia (pp. 300-305). Presented at the eLearning and Software for Education, Bucharest.
  • Cochrane, T., Bateman, R., & Flitta, I. (2009). Integrating mobile web 2.0 within tertiary education. In A. Méndez-Vilas, A. Solano Martin, J. A. Mesa González, & J. Mesa González (Eds.), Research, reflections and innovations in integrating ICT in education(pp. 1348-1352). Badajoz, Spain: FORMATEX.
  • Downes, S. (2004). Educational blogging. Educause Review, 39(5), 14-26.
  • Friesen, N. & Lowe, S. (2011) The questionable promise of social media for education: Connective learning and the commercial imperative. Journal of Computer Assisted Learning, 28(3), 183- 194.
  • Glogoff, S. (2005). Instrucitonal blogging: Promoting interactivity, student-centered learning, and peer input. Innovate, 1(15).
  • Guder, C. (2010). Patrons and pedagogy: A look at the theory of Connectivism. Public Services Quartley, 6(1), 36-42.
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., &Tatham, R. L. (2006).Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Pearson Education.
  • Hardy, A., Tinney, J., & Davies, S. (2012). Using e-portfolios to support trainee design and technology teachers in developing their subject knowledge. Presented at the Pupil’s Attitude Towards Technology (PATT). Stockholm, Sweden.
  • Hsu, C. & Lin, J. (2008). Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation. Information & Management, 45(1), 65-74.
  • Hurlburt, S. (2008). Defining tools for a new learning space: Writing and reading class blogs. MERLOT Journal of Online Learning and Teaching, 4(2), 182-189.
  • Ion, G. & Stingu, M. (2012). Learning pedagogy through blogs: An experience in initial teacher training. Presented at the eLearning and Software for Education, Bucharest.
  • Kerawalla, L., Minocha, S., Kirkup, G., & Conole, G. (2009). An empirically grounded framework to guide blogging in higher education. Journal of Computer Assisted Learning, 25(1), 31-42.
  • Kerr, B. (2007). A challenge to Connectivism. Retrieved on 9 April 2013 from http://learningevolves.wikispaces.com/kerr
  • Kuehl, R. O. (2000). Design of experiments: Statistical principles of research design and analysis. Pacific Grove, CA: Duxbury/Thomson Learning.
  • Lei, C., Krilavicius, T., Zhang, N., Wan, K., & Man, K. (2012). Using web 2.0 tools to learning in higher education: A case study in technological education. Paper presented at the International Multiconference of Engineers and Computer Scientists. Hong Kong.
  • Maag, M. (2005). The potential use of “Blogs” in nursing education. CIN: Computers, Informatics, Nursing, 23(1), 16–24.
  • Oravec, J. A. (2003). Blending by blogging: weblogs in blended learning initiatives. Journal of educational media, 28(2-3), 225–233.
  • O'Reilly, T. (2005). What is Web 2.0. - Design patterns and business models for the next generation of software. Retrieved on 12 April 2014 from http://oreilly.com/web2/archive/what-is-web- 20.html.
  • Overby, A. (2009). The new conversation: Using weblogs for reflective practice in the studio art classroom. Art Education, 62(4), 18–24.
  • Radinsky, J., Bouillion, L., Lento, E. & Gomez, L. (2001). Mutual benefit partnership: A curricular design for authenticity. Journal of Curriculum Studies, 33(4), 405-430.
  • Rifkin, W., Longnecker, N., Leach, J., Davis, L., & Orthia, L. (2009). Motivate students by having them publish in new media: an invitation to science lecturers to share and test. Proceedings of the Uniserve Science Conference. Sydney, Australia.
  • Schroeder, A., Minocha, S., & Schneider, C. (2010). The strengths, weaknesses, opportunities, and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26(3), 159-174.
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin Company.
  • Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved on 15 March 2014 from http://itdl.org/journal/jan_05/article01.htm.
  • Siemens, G., Gasevic, D., Haythornthwaite, C., Buckingham Shum, S., Ferguson, R., & Duvel, E. (2011). Open learning analytics: An integrated and modularized platform. Paper presented at the Learning Analytics and Knowledge. Banff, Alberta, Canada.
  • Waycott, J., Sheard, J., Thompson, C., & Clerehan, R. (2013) Making students’ work visible on the social web: A blessing or a curse? Computers & Education, 68, 86-59.
  • Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students’ reflectinve learning processes. Internet and Higher Education, 11(1), 18-25.
  • Correspondence: Bart K. Pursel, Co-Director, Center for Online Innovation in Learning, The
  • Pennsylvania State University, 202C Rider Building, University Park, Pennsylvania, United States
There are 33 citations in total.

Details

Other ID JA56ZH36HA
Journal Section Articles
Authors

Barton K. Purcel This is me

Hui Xie This is me

Publication Date June 1, 2014
Published in Issue Year 2014 Volume: 5 Issue: 2

Cite

APA Purcel, B. K., & Xie, H. (2014). Patterns and Pedagogy: Exploring Student Blog Use in Higher Education. Contemporary Educational Technology, 5(2), 96-109.
AMA Purcel BK, Xie H. Patterns and Pedagogy: Exploring Student Blog Use in Higher Education. Contemporary Educational Technology. June 2014;5(2):96-109.
Chicago Purcel, Barton K., and Hui Xie. “Patterns and Pedagogy: Exploring Student Blog Use in Higher Education”. Contemporary Educational Technology 5, no. 2 (June 2014): 96-109.
EndNote Purcel BK, Xie H (June 1, 2014) Patterns and Pedagogy: Exploring Student Blog Use in Higher Education. Contemporary Educational Technology 5 2 96–109.
IEEE B. K. Purcel and H. Xie, “Patterns and Pedagogy: Exploring Student Blog Use in Higher Education”, Contemporary Educational Technology, vol. 5, no. 2, pp. 96–109, 2014.
ISNAD Purcel, Barton K. - Xie, Hui. “Patterns and Pedagogy: Exploring Student Blog Use in Higher Education”. Contemporary Educational Technology 5/2 (June 2014), 96-109.
JAMA Purcel BK, Xie H. Patterns and Pedagogy: Exploring Student Blog Use in Higher Education. Contemporary Educational Technology. 2014;5:96–109.
MLA Purcel, Barton K. and Hui Xie. “Patterns and Pedagogy: Exploring Student Blog Use in Higher Education”. Contemporary Educational Technology, vol. 5, no. 2, 2014, pp. 96-109.
Vancouver Purcel BK, Xie H. Patterns and Pedagogy: Exploring Student Blog Use in Higher Education. Contemporary Educational Technology. 2014;5(2):96-109.