16 SES 08 B, Social Media and Learning
Parallel Paper Session
Blogging has become an increasingly popular technological tool in educational context. Blogs provide opportunities for people to publish their thoughts, opinions and feelings in online environment (Deng & Yuan, 2011). There is no need for special technological skill to develop, update and publish entries while using blogs. (Lang, 2005). However, it is revealed that ease of use and perceived usefulness are important factors affecting use of blog (Pi, Liao, Liu, and Hsieh, 2010). Even though the potential of blog use in increasing student interactivity and collaboration has been explored by many educators, the research conducted on effectiveness of blog use in educational context is still quite limited and is considered as contradictory research area (Kim, 2008). Recently, considerable research has been conducted to find out the value of blog use in educational context. In one of the study, it is found that using blogs is an effective tool to engage teachers in reflection and communication with their colleague (Ray and Hocutt, 2006). Blog also has potential to enhance social networking and meaningful discussion among practicing teacher (Luehmann and Tinelli, 2008). In another study, it is found that blogging contribute to perceived learning for students in different contexts (Churchill, 2009; Halic, Lee, Paulus & Spence,2010). However, the result has not provided similar result for the value of peer feedback in that peer comments were not considered valuable for learning (Ellison &Wu,2008; Halic, Lee, Paulus & Spence ,2010).
Use of blog in educational context has been investigated among researcher recently. It has been embedded courses to increase perceived learning and collaboration among people. In the current study, it aims to find out the effectiveness of blog use in instructional design course. Therefore, the purpose of this study is to investigate the effectiveness of blog use for ICT pre-service teacher in instructional design course. The research questions are as follows:
- How do students perceive learning with blogs in instructional design course?
- What pre-service ICT teacher variables influence perceived learning?
- How does learning with blogs impact students ‘sense of communıty in instructional design course?
- Does sense of community predicts perceived learning in instructional design course?
Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179−183. Deng, L. & Yuen, A. H. K. (2011). Towards a framework for educational affordances of blogs Computer & Education, 56, 441−451. Ducate, L. C., & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9−28. Ellison, N. B., &Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99−122. Halic, O., Lee, D., Paulus, T., &Spence, M (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. Internet and Higher Education, 13, 206–213 Kim, H. K. (2008). The phenomenon of blogs and theoretical model of blog use in educational contexts. Computer & Education, 51, 1342−1352. Lang, E. M. (2005). Would you, could you, should you blog? Journal of Accountancy, 199(6), 36-41. Luehmann, A. L., & Tinelli, L. (2008). Teacher professional identity development with social networking technologies: learning reform through blogging. Educational Media International, 45(4), 323–333. Pi, S.M., Liao, H.L., Lui, S.H. & Hseih, C.Y. (2010). The effects user perception oF value on use of blog services. SOCIAL BEHAVIOR AND PERSONALITY, 38(8), 1029-1040. Ray, B. B., & Hocutt, M. M. (2006). Teacher-created, teacher-centered weblogs: perceptions and practices. Journal of Computing in Teacher Education, 23(1), 11–18.
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