Blogs and Instructions

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

Ellison and WU investigation on the advantages of blogging in the classroom comes to show that students between the age of “8 to 18 spend an equivalent of more than 8.5 hours of media daily”.   This comes to show us that millennia’s are exposed to the technology so much more that this new way of learning can bring better outcomes.  Some of the benefits mentioned by Ellison and WU are

  1. “Blogging can enhance analytic and critical thinking skills”
    1. In other words students have a tendency to engage more and write much better when their papers are not only read by the professor. Students get interested on the idea that different people will read their posts such as peers and other followers.  Also students are more carefully when writing online since their audience is no longer just the professor.
    2. “ The ability to express oneself in a digital environment”
      1. Having a virtual profile online allows many students that are shy to express themselves when it comes to their writing and the comments they leave for their friends. In addition, students can customize their own blogs to fit their preferences and their personality.

During this Ellison and WU states that  “Reading other students’ work exposed them to different perspectives and that, they were surprised at the range of responses.” She even writes that students said that

  • A student from the research wrote a post on his blog and questioning the author of the book and the student reported that he had received a comment on his blog from the author of the book
    • “I think it is more effective using the WWW because anyone can view it and we saw that when Ryan’s blog was commented by the actual author of the piece we read.”

“Internet-based communication, technologies allow students to create and share their writing, as opposed to merely consuming texts selected by the instructor, these tools are inherently well-suited to support these kinds of constructivist, peer-focused experiences”

To end this great article Allison and WU stated “these findings suggest that students need explicit guidance in regards to defining their positions and reflecting on their ideas in the context of others’ writing. Only then can the pedagogical promise of blogging be met”.  In other words, a teacher can’t simply just require students to crate blogs and comment on each other blogs because the effectiveness of the blogging tool will not flourish in the classroom. Instead, teachers need to create guidelines, requirements and instructions about blogging in order to see students engaging, learning and sharing their own ideas.

Ellison, Nicole B., and Yuehua Wu. “Blogging In The Classroom: A Preliminary Exploration Of Student Attitudes And Impact On Comprehension.” Journal Of Educational Multimedia & Hypermedia 17.1 (2008): 99-122. OmniFile Full Text Mega (H.W. Wilson). Web. 2 Oct. 2013.

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