‘Blogging’ a contraction of the term web logging
In this activity the floowing paper has been read;
Kerawalla, Lucinda, Minocha, Shailey, Kirkup, Gill and Conole, Gráinne(2008)’Characterising the different blogging behaviours of students on an online distance learning course’,Learning, Media and Technology,33:1,21 — 33
“…determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course.” pg21
“We will report on the factors that the students attended to when blogging and discuss five distinct types of blogging behaviours developed by students on this course.” pg21
Problems with blogging for learning
- haphazard contributions
- minimal communication between students
- poor or inadequate quality reflection on the course materials
- engaged minimally in blogging to meet assessmentrequirements.
- the need for students to have developed skills in selecting appropriate material to hyperlink in their blog,
- problem of plagiarising from others’ blogs
- self-disclosure in online environments (pg 22)
Five different kinds of blogging behaviour:
(1) Blogging avoidance
(2) Resource network building
(3) Support network building
(4) Self-sufficient blogging
(5) Anxious, self-conscious blogging just to complete the suggested course activities (pg24)
1. What if anything surprises you about the findings from Kerawalla and her colleagues?
Students under ‘Blogging Avoidance’ still read other’s blogs and posted comments.
Interesting to see that blogging can encompass relationships / bonds between learners / participants. Different levels of relationships exist between the different types of behaviours given as findings by Kerawalla et al in their research on pg 24
2. Of the purposes for blogging identified in the paper, which purpose is most likely to encourage you to blog if you don’t already? And, if you already blog, which of those purposes is most important to you? Or do you do it for some other reason?
My own blogging – self sufficient blogging. is it good is it bad? hmmm
3. If you work with learners who blog, how do their motivations compare (as far as you can tell) with those of the students in this paper?
My learners are not exposed to blogging
4. Based on the recommendations in the paper, or your own experience of blogging, how would you design activities to encourage learners to blog and to read and comment on each other’s blogs?
” make blogging activities flexible, voluntary or loosely prescribed, so as to give students the opportunity to adapt blogging to meet their own needs, whilst still completing the required activities.”pg 32