Prompting authentic blogging practice in an online graduate course
Computers & Education Volume 59, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
Blogging is characterized by an individual exploration of ideas of personal interest through frequent online posts, documenting ideas as they emerge over time. Community emerges as bloggers read and link across blogs, based on shared interests. Blogs have gained acceptance in higher education for a variety of instructional activities, among which, reflective journal writing is popular. In this study, we examine a project in which blogs were implemented within an online graduate course in order to create opportunities for students to reflect on their academic, professional and personal interests, with the goal of establishing consistent blogging that exhibits the timely, frequent and interest-driven practices of blogging practices outside educational contexts. Students enrolled in an online graduate course maintained individual blogs in which they were prompted to write about their interests and experiences as graduate students. Through an analysis of the patterns of prompt use and blog content, as well as data from a post-course survey and an online discussion, we explore how to support student engagement with blogging practice within an educational setting. Findings suggest that
Freeman, W. & Brett, C. (2012). Prompting authentic blogging practice in an online graduate course. Computers & Education, 59(3), 1032-1041. Elsevier Ltd.
Cited ByView References & Citations Map
Authentic Voices From The Newly Initiated: Graduate Teacher Education Candidates Blog About Teaching and Learning
Donna Wake, University of Central Arkansas, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1956–1961
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