Abstract

This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were randomly divided into two groups. Students in the comparison group engaged in Jigsaw learning activities in the classroom, while the experimental group used a weblogging system during parts of the cooperative processes. Two findings were found. (1) Weblogs with Jigsaw cooperative learning activities, promoted better social interactions than those found in the comparison group. (2) RSS feeds and keyword searches made important contributions to cooperative learning, more than had been previously identified in the literature. These two components were found to alleviate cognitive overload and the consequences of time lag. Consequently, this study provides new insights into the role of weblogging in higher education. (Contains 2 tables and 2 figures.)

Citation

Huang, T.C., Huang, Y.M. & Yu, F.Y. (2011). Cooperative Weblog Learning in Higher Education: Its Facilitating Effects on Social Interaction, Time Lag, and Cognitive Load. Journal of Educational Technology & Society, 14(1), 95-106. Retrieved August 13, 2024 from https://www.learntechlib.org/p/52314/.

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Keywords

• Comparative Analysis
• computer mediated communication
• Cooperative learning
• educational technology
• Electronic Publishing
• higher education
• interaction
• Learning Activities
• teaching methods
• Time Factors (Learning)
• undergraduate students
• Web Based Instruction
• Web Sites