Abstract
Blogging is conventionally regarded as a personal activity in which a blogger publishes a series of chronological posts on various topics. This paper explores the potentials of using blogging as a form of e-learning for undergraduate economics. We assume the perspective of the tutor, for whom the affordance of the blog as a dynamic medium, as opposed to the static and closed model of producing learning objects in e-learning, results in both time savings and a more differentiated approach to content delivery. Contrary to the popular belief that students must be assessed or graded to ensure participation in e-learning, the results from this exploratory study also suggest that students can participate actively and voluntarily in e-learning if the content posted on the blogs meet their learning needs.
Published Version
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