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Supporting Student Blogging in Higher Education

Supporting Student Blogging in Higher Education

Lucinda Kerawalla, Shailey Minocha, Gill Kirkup, Gráinne Conole
Copyright: © 2009 |Pages: 16
ISBN13: 9781605662084|ISBN10: 1605662089|EISBN13: 9781605662091
DOI: 10.4018/978-1-60566-208-4.ch016
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MLA

Kerawalla, Lucinda, et al. "Supporting Student Blogging in Higher Education." Handbook of Research on Social Software and Developing Community Ontologies, edited by Stylianos Hatzipanagos and Steven Warburton , IGI Global, 2009, pp. 222-237. https://doi.org/10.4018/978-1-60566-208-4.ch016

APA

Kerawalla, L., Minocha, S., Kirkup, G., & Conole, G. (2009). Supporting Student Blogging in Higher Education. In S. Hatzipanagos & S. Warburton (Eds.), Handbook of Research on Social Software and Developing Community Ontologies (pp. 222-237). IGI Global. https://doi.org/10.4018/978-1-60566-208-4.ch016

Chicago

Kerawalla, Lucinda, et al. "Supporting Student Blogging in Higher Education." In Handbook of Research on Social Software and Developing Community Ontologies, edited by Stylianos Hatzipanagos and Steven Warburton , 222-237. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-208-4.ch016

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Abstract

With a variety of asynchronous communication and collaboration tools and environments such as Wikis, blogs, and forums, it can be increasingly difficult for educators to make appropriate choices about when and how to use these technologies. In this chapter, the authors report on the findings from a research programme on educational blogging which investigated the blogging activities of different groups of Higher Education students: undergraduate and Masters-level distance learners, and PhD students. The authors discuss empirical evidence of students’ experiences, perceptions, and expectations of blogging. We provide an empirically-grounded framework which can guide course designers and educators in their decision-making about whether and how to include blogging in their course-contexts so as to create value and to generate a positive student experience. Also, this framework can help guide students who are either thinking about blogging for themselves, or who are undertaking course-directed blogging activities.

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