Bibliometric Viewpoints of Wired Campus Through Higher Institution Blogging

Bibliometric Viewpoints of Wired Campus Through Higher Institution Blogging

DOI: 10.4018/978-1-6684-8122-6.ch010
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Abstract

The educational potential of blogs is currently being recognized more and more. Blogs can be used for collaborative projects, peer reviews, and group discussions. Blogging about a trendy interesting subject or topic creates an engaging platform for the blogger and the reader. Blogging for higher institutions encourages self-expression, critical thinking, creativity, and learning, and promotes resource sharing between students and teachers. This is a bibliometric research to measure the quantity and quality output of researchers, institutions, and countries; identify international collaboration; and map emerging multidisciplinary fields of science and technology. The results show growth in HEIs blogging, but the identified growth was found to be unstable.
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1. Introduction

Blog, a truncation of the weblog, is becoming more relevant in industries and academia. A weblog is quadranscentennial with impact. Recent blogging statistics (Robinson, 2022) states that the average blog post writing accounts for 4 hours, and the average reader spends 52 seconds reading a blog post, while blog posts that showcase image and 75 to 100 words get more attraction and sharing in double. Regarding the global diffusion of blogs, it was stated that approximately 600 million blogs exist, and about 3.2 million new blog posts are published daily on average. At the same time, 77% of Internet users regularly read blog posts (Robinson, 2022). These profound statistics testified to the importance and relevance of blogs, especially in Higher Institutions. Online blogging has influenced teachers, students and other HEIs stakeholders' communication and writing styles (Cantina, 2022). For HEIs, Blog sites are a digital classroom without borders.

The educational potential of blogs is currently being recognized more and more. Blogs can be used for collaborative projects, peer reviews, and group discussions. Blogging about a trendy interesting subject or topic creates an engaging platform for the blogger and the reader. Blogging for higher institutions encourages self-expression, critical thinking, creativity, learning and promotes resource sharing between students and teachers. Because the students are technophiles, the blog has become a veritable tool for the wired campus. Weller (2022) emphasizes that blogs are vital for educators and students. Beyond these two groups, blogging is essential for the whole campus community.

The blog has been a panacea for isolation and idleness during Covid-19. Radjuni (2022; Schlegel & Primacio, 2021) initiates a study that seeks to promote learners' independence in a 4.0 learning environment during the COVID-19 pandemic and create an engaging diverse community of learners in medical education. The authors aim to improve student writing skills through blogging, and it was found in the study that the students are interested in the continual use of blogs even after the academic session (Forrester, Ashman & Kuebbing, 2022). Khan et al. (2021) confirmed the students perceived learning and satisfaction through blogging in HEIs as their perception revolves around digital technology, teaching and learning, previous blogging experience and the usefulness of blogging.

Similarly, Fraumann & Colavizza (2022) reviewed related blogs and news sites to explore the role of blogs in science communication literature during the Covid-19 pandemic and found that blogs and news sites are extensively used as scholarly communication channels. On the other hand, DeWaard & Roberts (2021) focused on open and online learning assessment through blogging based on Freire's assessment proposition. The authors discovered increasing blogging and science communication used in higher institutions during the Covid-19.

On the other hand, Weller (2022) explored five distinct educational technologies - blogs, social media, web, Learning Management Systems and Massive Open Online Courses (MOOCs) and the impact of these comparison on open education and overlapping digital education. Unlike earlier studies, Azizi, Namaziandost & Rezai (2022) explored the potentiality of podcasting and blogging for non-native English Speakers’ Learners (EFL) learning English in a non-speaking English country. The authors used Iran as a case country and found that the study participants had positive perceptions toward using the duo of podcasting and blogging for reading comprehension.

Consistent with this study about the positive attitude of the students towards Blog, Omodara & Aboderin (2022) evaluated the student's perceptions towards the use of a blog for educational purposes in HEI in Nigeria and discovered a positive perception of the students towards Blogs as the blog helps the students to find solutions to their group assignments through interaction and reflective learning. The study further documents the dark side of Blogging in HEI in Nigeria to include erratic power supply, poor internet connectivity, as well as lack of smartphones and personal computers accessibility at the personal and institutional levels.

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