Abstract
A weblog, or blog, presents an intriguing way to create a collaborative space within a traditional classroom structure. Well-constructed blog assignments may provide a safe environment and encourage a collaborative learning culture. This study explores the use of blog-based assignments on student participation in a high school biology course. Data collected from field notes, surveys, student interviews, and quiz scores provided evidence that the blog assignments had a positive impact on in-class participation rate, self-directed research, achievement, and classroom environment.Keywords: weblog; blog; blog-based assignments
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