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What’s going on in there? How do bloggers react, respond and coalesce?
Anjewierden, A. (2006) Understanding Weblog Communities Through Digital Traces: A Framework, a Tool and an Example.
My own interest was sparked by an article in the Washington Post on Ellen Levy who had spent 1998 keeping a journal and putting it online.
Druckerman, P (1999) Ellen Levy Has Got The Write Project For the Internet Age — It’s a Year of Scribbling Down Almost Everything; Ah, Yes, It Was a Raisin Bagel
This ‘user generated content’ has value to its author and the community that reads it. This is a key outcome of open, collaborative and connected learning, where the blogger is a ‘produser’.
Efimova, Lilia (2008) Bloggers and ‘produsers’
Having blogged consistently since this period it is interesting to understand that as it encroached upon student and academic practice, as it was impinging on journalism, that it was considered disruptive.
Fiedler, S. (2004) Introducing disruptive technologies for learning: Personal Webpublishing and Weblogs, Part I
While my passion felt like a niche practice it has been of value to see blogging recognised.
Kaiser, S. (2007) Weblog-technology as a trigger to elicit passion for knowledge
Why MAODE students blog (Kerewella et al, 2009) depends on their perceptions of, and for:
- an audience
- the utility of and need for comments
- presentational style of the blog content
- overarching factors related to the technological context
- the pedagogical context of the course
Kerawalla, L, Minocha, S, Kirkup, G, & Conole, G (2009) An empirically grounded framework to guide blogging in higher education
Knowing the practice to be of value personally as part of a number of specialist groups made research on blogs as wikis, Sauer (2005) or as e-portfolios of interest.
Sauer, Igor M. (2005) “ Blogs” and“ Wikis” Are Valuable Software Tools for Communication Within Research Groups
As Smolkin (2007) points out it is about creating or finding and then sharing your niche – in this case the niche being personal stories of participants, witnesses and combatants in the First World War.
Smolkin, Rachel (2007) Finding a Niche. (cover story)
This is a key outcome of open, collaborative and connected learning, where the blogger is a ‘produser’. Efimova (2008) It has taken over a decade, but blogging is now considered to be a valid, scholarly activity. Weller (2012).
Weller, Martin (2012) The virtues of blogging as scholarly activity
Bishop, D. (2013) ‘Blogging as post-publication peer review: reasonable or unfair?’ LSE Impact of Social Sciences blog. 21 March.
impactofsocialsciences/ 2013/ 04/ 15/ blogging-as-post-publication-peer-review-reasonable-or-unfair/
Exploring students’ understanding of how blogs and blogging can support distance learning in Higher Education
Fig.1. Why Blog?
If anything has been written on blogging I want to read it. On 27th September 1999 I posted to my first blog – it was on blogging and new media. We’re now in the phase of transition that took the printed book after the Gutenberg Press some 400 years. The clunky blog of 1999 barely compares the variety and scope of what we still call a blog today.
This rightly questions when and where blogging should be an endeavour to use with students.
Exploring students’ understanding of how blogs and blogging can support distance learning in Higher Education (2007) Kerawalla, Minocha, Conole, Kirkup, Schencks and Sclater.
Based on this research blogging is very clearly NOT of interest to the majority of students, NOR is it likely to be of value to them for collaborative learning. There may be value in blogging for your own sake – aggregating content in one place.
(Research on using blogging with students of Public Relations gives a far more favourable response … I would suspect that this would apply to courses on journalism and creative writing i.e. use the medium that is appropriate for those on specific courses).
This is a study of OU students.
A more promising, and appropriate study I am looking at concerns PR students who a) need to develop their writing skills b) need to understand what blogging is all about.
The greatest value I have got from this self-inflicted exercise is to deconstruct the research that was undertaken should I wish to undertake research of this ilk myself. Can I fault the research?
What do you think?
|Problem||Does blogging support student in their learning or not?
Are educators perceptions of the positive uses of blogging for learning borne out by the perceptions of and uses of blogging by students?
|Questions||QQ Designed to ascertain their level of experience of blogs and to gather their opinions about how blogs (and other tools) could support their learning.
The research questions we sought to answer were as follows:
1) What degree of blogging experience do students have?
|Setting||Online students at the OU
Survey of 795 student and course designers
|Authors||‘Enthusiastic’ OU IETT Academics|
|Previous research||O’Reilly 2005, Sade 2007, Weller 2007 – literature search, previous research …|
|Methods||Qualitative – explorative/iterative rather than set
All questions required students to select their response by clicking on a radio button, (e.g. ‘yes’ or ‘no’, or Likert scales such as ‘not at all’, ‘slightly’, ‘in-between/no opinion’, fairly’, or ‘very much’). (Kerawalla et al. p. 6. 2007) + an open question for expanded thoughts.
Interviews with course designers – Interview questions were designed to address the following areas: the rationale for introducing blogs, whether blog content would be assessed, whether blogging was compulsory, uptake levels and whether there were any plans to evaluate the success of blogging activities.
– extract, collate and compare.
Analysis – The survey generated both quantitative and qualitative data.
i.e. Not everything they’re cracked up to be.
Krause (2004) reports haphazard contributions to blogs by his students, minimal communication between them, and found that posts demonstrated poor quality reflection upon the course materials.
Williams and Jacobs (2004) introduced blogs to MBA students and although he reports overall success, he encountered problems with poor compliance as, for example 33% of the students thought they had nothing valuable to say in their blog.
Homik and Melis (2006) report only minimal compliance to meet assessment requirements and that students stopped blogging at the end of their course. Other issues include:
It appears that the ideals of educators can be difficult to implement in practice. (Kerawalla et al. p. 5. 2007)
|Paradigms||A cultural psychological approach to our research that proposes that learning is a social activity that is situated and mediated by tools that fundamentally shape the nature of that activity (e.g. Cole, 1996, Wertsch, 1991 and Vygotsky, 1979).|
|Limitations||Expectations about sharing, enthusiasm for the genre …definition of blog (see e-portfolio and wiki), journalism …. hard to define (Boyd, 2006).
They mean different things to different people. Uses to collate resources (portfolio) (Huann, John and Yuen, 2005) , share materials and opinions .. (Williams and Jacobs, 2004).
|Implications||Guidelines, informs design|
- 53.3% of students had read a blog
- only 8% of students had their own blog
- 17.3% had commented on other people’s blogs
- 23% of students thought that the commenting feature on blogs is ‘slightly’ or ‘not at all’ useful,
- 42% had ‘no opinion’
- 35% thought that commenting is ‘fairly’ or ‘very’ useful.
- only 18% said that they thought blogs would be ‘fairly’ or ‘very’ useful.
- of those who blog only 205 of these thought blogs would be ‘fairly’ or ‘very’ useful.
Students were asked ‘how much would you like to use a blog provided by the OU as part of your studies?’
35% ‘not at all’
13% said ‘slightly’
34% had ‘no opinion’,
12% said ‘fairly’
6% responded ‘very much’
Students were asked ‘how much would you like to use a blog provided by the OU for personal use?’.
52.6% said ‘not at all’
8.7% said ‘slightly’
28.3% had ‘no opinion’
8% said ‘fairly’
2.7% responded ‘very much’.
Examination of the observed and expected frequencies for this data suggests that in both cases, there is a relationship between not seeing a role for blogs and not wanting greater use of conferencing.
Supporting findings that when given a choice between classroom based learning or e-learning those who have a choice are equally satisfied by what they get.
All of the positive responses refer to the students’ own (potential) study blog. (Kerawalla et al. p. 7 2007) Others use their blog as a repository. Few saw the benefits of linking or using a blog to for reflection and developing ideas.
Responses to the question ‘would you like a blog provided by the OU to support your studies?’ reveal that there is a profound lack of enthusiasm (from 82% of the sample) for blogging as part of courses.
Later this year, we plan to explore PhD blogs. This variety and combination of methods will enable us to gather different perspectives and to triangulate our findings. (Kerawalla et al. p. 7 2007)
Cole, M. (1996) Cultural Psychology. Camb. Mass: The Belnap Press of Harvard University Press.
Kerawalla, Lucinda; Minocha, Shailey; Conole, Grainne; Kirkup, Gill; Schencks, Mat and Sclater, Niall (2007). Exploring students’ understanding of how blogs and blogging can support distance learning in Higher Education. In: ALT-C 2007: Beyond Control: Association of Learning Technologies Conference, 4-6 September 2007, Nottingham, UK.
Vygotsky, (1979) Mind in society: The development of higher psychological processes. M. Cole M, V. John-Steiner, S. Scribner and E. Souberman (eds and trans). Cambridge, MA: Harvard University Press.
Wertsch, J (1991) A sociocultural approach to socially shared cognition. In L.Resnick, J. Levine and S. Teasley (eds), Perspectives on Socially Shared Cognition, Washington: American Psychological Association.
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