Blogs in Pre-Service Teacher Education: Exploring the Participation Issue
ARTICLE
Liping Deng, Allan H. K. Yuen
Technology, Pedagogy and Education Volume 22, Number 3, ISSN 1475-939X
Abstract
Web 2.0 technologies characterised by user participation and sharing have been used increasingly in academic environments. In such learning environments, it is critical to engage learners as active participants rather than passive consumers of online content. The present study attempts to conceptualise the participation issue central to blogs through examining the factors that hinder student teachers from writing academic blogs and exchanging comments. It presents two cases of implementing academic blogging where participation levels varied. Adopting an exploratory case study approach, the study identified multiple inhibiting factors in individual, social, pedagogical, and technological dimensions. Through highlighting a number of critical issues and pitfalls for educators, the study can enhance the exploitation of the pedagogical potential of blogs and increase user engagement in the process.
Citation
Deng, L. & Yuen, A.H.K. (2013). Blogs in Pre-Service Teacher Education: Exploring the Participation Issue. Technology, Pedagogy and Education, 22(3), 339-356. Retrieved March 28, 2024 from https://www.learntechlib.org/p/155274/.
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Keywords
- barriers
- case studies
- Control Groups
- Electronic Publishing
- English (Second Language)
- English Language Learners
- Experimental Groups
- Foreign Countries
- Individual Characteristics
- Influence of Technology
- instructional design
- Interviews
- learner engagement
- Performance Factors
- preservice teacher education
- Program Implementation
- Questionnaires
- Social Influences
- student participation
- Web 2.0 Technologies
Cited By
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Student learning in higher education through blogging in the classroom
Elaine Garcia, University of Law Business School Online, United Kingdom; Jonathan Moizer, Faculty of Business, United Kingdom; Stephen Wilkins, Faculty of Business & Law, United Arab Emirates; Mohamed Yacine Haddoud, Faculty of Business, United Kingdom
Computers & Education Vol. 136, No. 1 (July 2019) pp. 61–74
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Factors of Participants and Blogs that Predict Blogging Activeness During Teaching Practice and Induction Year
Piret Luik & Merle Taimalu, University of Tartu
The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)
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Peer Communication Through Blogging
Steve Wall & Janice Anderson, University of North Carolina at Chapel Hill, United States
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 4 (December 2015) pp. 514–540
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