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

摘要

This exploratory study explores student perceptions of blog-ging in the classroom regarding (a) which specific characteristics of educational blogging (writing an entry, reading other students' blogs, or reading other students' comments on one's blog) are most helpful for understanding course content and (b) other aspects of the instructional blogging experience, such as the process of providing and receiving peer feedback. 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 their experiences and perceptions. Quantitative data analysis revealed that reading other students' blogs was believed to be most helpful for understanding course concepts. Analysis of the open-ended responses revealed a need for more guidance regarding the process of reviewing and critiquing the work of peers and appreciation for the way in which blogging exposed students to more diverse viewpoints from their peers. Pragmatic guidelines for instructors wishing to incorporate blogging into their classroom activities are discussed.