Blogs In Classroom Research Articles

Leveraging Educational Blogging to Assess the Impact of Collaboration on Knowledge Creation

The landscape of education has changed drastically over the past two decades. There has been an ongoing shift from traditional classroom teaching practices to cope with the changing circumstances and requirements of today’s learners. The catalysts for such advancements have been the rapid adoption and use of internet-based technologies, which have dramatically transformed both teaching and learning. One such advancement which has excellent potential to be utilized as an effective learning tool in higher education is blogs. Classroom blogging presents a unique opportunity to not only deliver a form of distance education, but also encourage collaboration and participation among learners. This study explores the potential of educational blogging in higher education as a supplement to the current pedagogical practices. More specifically, it aims to gauge from a learner’s perspective the perceived benefits blogs can provide in scenarios where traditional learning practices are not feasible as a consequence of individual convenience or other forms of restriction due to pandemics, and natural disasters. This study further presents an effective design for a blog highlighting some salient features which can enhance the effectiveness of blogs for the learners followed by a discussion, which serves to highlight the several benefits of classroom blogging and presents arguments to show how the integration of this innovative tool into the curriculum can result in enhanced experiential learning, and development of soft skills.

IMPLEMENTATION OF FLIPPED CLASSROOM BLOGS IN PHYSICS LEARNING FOR STUDENTS OF CLASS X SENIOR HIGH SCHOOL

Accommodating the latest learning challenges that require online learning support, a flipped classroom bloglearning media that is valid has been produced, but has not been used in class, to see its effectiveness.Thereforethe purpose of this research is to describe the cognitive learning outcomes of class X students of SMA Negeri 5Pekanbaru, through the application of classroom flipped blog learning media on work and energy material. Theresearch method used is Pre-Experimental desgn. The research subjects were class X students of SMA Negeri 5Pekanbaru which numbered 36 students. Research data are online quiz data and cognitive learning outcomes frompost-test scores after the use of flipped classroom blog learning media. Data were analyzed descriptively to seethe level of absorption of students' cognitive learning outcomes. The results of the online quiz data analysisthrough the flipped classroom blog found that the overall absorption of the online quiz was 85.92% with a verygood category. The results of the post-test data analysis of learning outcomes obtained an average absorptive of81.80%, with a good average absorptive category. The effectiveness of learning based on the absorptive score ofthe class average includes the effective category. So that the learning media of flipped classroom blogs asinnovative learning media that are effectively used in learning work and energy material in class X SMA Negeri5 Pekanbaru..

Build history through educational competences in the degree of primary education

This work collects the results obtained from the teaching innovation project called: ‘Building History through educational competences in the Degree of Primary Education’, carried out in the course 2017/2018. Different educational competences present in the curricular projects related to the area of Social Sciences were worked during its development. During the proposal, several practical activities will be carried out, such as small research works during the visit to the Archaeological Museum of Cordoba and the realisation of historical models related to the chosen theme in the didactic itinerary that will be included in a group classroom blog. The interaction of two different branches of knowledge (Social Sciences and Humanities) allowed us to work in an interdisciplinary way to concretise in practice the different activities. In fact, the purpose of this didactic experience is the application of these activities by the students to take them to a real classroom context.
 Keywords: Primary education degree, educational competencies, methodology, historical heritage, cooperative work.

Revisiting the Effects of Blog-Aided Language Learning on EFL Student Writers: A Corpus Approach

Taking a corpus approach, this study analyzed writing samples collected from student bloggers and non-blogging students. The aim was to determine whether the two groups of students wrote with different linguistic features (tokens, types, token-type ratio, parts of speech, and lexical features). Any similarities and differences found in the comparison between the writing samples would have implications for the effects of the blogging approach on student writers. The results show that the non-blogging student writers wrote more (tokens, types) than the student bloggers did; there were also differences between the two groups of students writing in terms of POS tags in their writing and the results of keyword analysis. However, a closer look at the differences found here suggests no particularly significant variations between the textual information created by the two groups of students. Nevertheless, taken together, the results tend to suggest that classroom blogging had a relatively weaker effect than the conventional teaching approach on Taiwanese EFL student writers.

New Solution to the Classroom Blogging Problem

New Solution to the Classroom Blogging Problem

Teachers’ Support and Pupils’ Writing Strategies in a Networked Elementary-School Learning Environment Integrating a Blog

Although the affective dimension of writing is important and well documented, we know less about how teachers and students are making use of the blog in classrooms to advance specifically cognitive goals connected to writing. It is with this in mind that a case study was carried out to closely document the effect of classroom blogs on the development of writing in 6th grade pupils. The study intended to a) describe the kind of support about writing provided by teachers and b) describe how writing strategies and processes were used by the pupils while they were using the blog. Two teachers and the students in their classrooms participated in our study. Data were collected from classroom observations and interviews. We used Hayes and Flower’s writing processes, elaborated in 27 writing strategies, to analyze the classroom data. The results reveal that teachers focused the most on planning and revising processes.

Writing for Real

As a teacher of English learners, I realize how challenging the act of writing can be. Typically, listening and speaking skills develop before reading and writing skills, especially in terms of correct grammar and vocabulary use. It is double the challenge when the learner has a specific learning disability in written expression. At the beginning of the school year, my fourth graders spent time writing articles about programs and activities that made our school unique. Each learner identified a school adult who would be knowledgeable about the subject and e-mailed specific questions to him or her. After that came the more complex task of drafting, revising, and editing their articles. At the end of the process, I asked how my students wished to publish their work, and most just wanted a printout of their articles. I suggested other options to broaden their audience: Google Drive, my ESL Classroom blog (http://eslclassroomk6.blogspot.com/), and even Twitter with #comments4kids. With some persuading, two students decided to try the blog with a mention on Twitter. A few days later, I showed them the finished product. At the bottom of the blog post, we noticed one comment. We clicked there to read positive feedback from the students' classroom teacher. The student who typically struggles with writing beamed from ear to ear. Writing for an authentic audience and viewing this feedback in a concrete, public forum built greater motivation than a flat “Good job.” At least for him, writing had a purpose, and now it mattered. Even when just starting a new writing piece with that group, my students are plotting how to share their work. As teachers, we have the task of bringing purpose back to the writing process. This could be via Skype sessions with authors to discuss recommendations for a current set of narrative drafts or a virtual tour of a museum that generates questions for the curator. My students have recently “visited” Yellowstone National Park and Crater Lake, creating word banks of specific imagery for their writing. They have used apps such as StoryBuddy 2 and the website StoryBird (https://storybird.com/) to create and then share polished work with more than just the classroom teacher. They have asked me if they can spend class time reading each other's writing and if they can share it with just one more person. Another writing project that my students recently undertook was to share a challenge that they face as English learners. This was based on a grassroots community project, inVISIBLE Americans, which students used as a model for their own work. One third grader wrote, “I have a difficult time because I can't be with my dog,” explaining that his family had to leave the dog behind when they moved. At the end, he concluded, “If I made a wish, I would say I want to stay with my dog.” He agreed to post it on the blog. Two weeks later, he asked me, “How many views does my story have?” Social media and current technology allow adults to connect, receive gratification, and increase their motivation to create and share. Why should we assume our students would not respond in a similar way? A one-to-world view of teaching and learning is one in which learners and facilitators use resources beyond the school's brick-and-mortar walls to find, create, and share new learning. This approach has the potential to expand our learners' worldview and prepare them for the interconnected reality outside of classroom settings. That way, even our struggling writers find a reason to give writing another try. Deanne Morales teaches English learners at Paradise Elementary School, PA, USA; e-mail deanne_morales@pequeavalley.org.

Blogging in the 21st-Century Classroom

Every classroom needs a moderated, online space where students can share their ideas with others and receive feedback. While blogging has “been around” and used in classrooms all over the world for more than ten years now, classroom blogs are still rare in many schools and communities. Blogging is a fantastic way to strengthen the connections between home, school and the world. Like other kinds of technology, blogging platforms have continued to evolve and change, but the reasons why students should regularly blog have remained consistent. Blogging, as assignment can be adapted to every grade and subject area. Encouraging students to blog about topics from other classes helps them see connections among subjects and realize that writing is a worthwhile skill in any field. Blogs have the potential to expand student creativity and their writing skills. These are 21st century students and are adapting to a digital world that they are eager to learn from. Educators are using blogs in many ways including as online portfolios, for student personal reflective journals, as a record of field notes, as discipline specific spaces for knowledge sharing, as a space for student dialogue and for class administration. These days there are so many social networks, but there's something about having a space, potentially free from the distractions of a billion adverts and countless competing status updates.

Collaborative learning: implementation of JigSaw technique in Google

The main purpose of this research is checking the effectiveness of some online collaborative learning techniques through the development and implementation of a Google-based environment which will let us develop the collaborative technique known as Jigsaw. The research has been carried out on maths students of a school in the Principality of Asturias.28 students from different school years and classes took part in the research and several teachers at the school also participated in it. We have used a quasi-experimental design withpre-test and post-test measures as well as an equivalent control group. We have also carried out a detailed study of the requirements needed to extract information about the problems of the implementation of online collaborative activities in the classroom and about the creation of such activities focused on the use of classroom blogs and interactive animations. The results of the analysis show that a methodology such as this exerts a positive influence not only on the students’ motivation but also on their academic achievements. The aims of the work, the main results obtained, and the conclusions drawn.

Las TIC como apoyo a la tutoría en la Educación Infantil. Una propuesta para la colaboración

La tutoría es una tarea intrínseca a la función del profesorado en todos los niveles educativos. La orientación y la acción tutorial no deben darse como procesos puntuales enfocados a la resolución de problemas cuando estos sucedan, sino que debe formar parte de una cadena de acciones secuenciales y programados: buscan la formación integral de la persona sin importar su origen ni características personales y dan respuesta al principio de atención a la diversidad; son en gran medida acciones colaborativas que tienen de manera prioritaria un carácter preventivo y que deben estar abiertas a los cambios sociales y de cualquier otro tipo que afecten a las personas de las que el tutor es responsable. Para ello se deben utilizan los recursos especializados disponibles, de manera especial las TIC para personalizar los procesos y adaptarlos a los contextos (Pantoja Vallejo, 2013). En esta investigación hemos analizado, cómo se desarrolla la tutoría en Educación Infantil en dos contextos diferentes, cómo son España (en la provincia de Jaén) y en Portugal (en la zona de Coimbra) y proponemos la optimización de la relación familia-escuela con la ayuda de herramientas TIC, como por ejemplo el Blog de aula.

Weblog-Based Learning in an EFL Young Learnerss Context: Studentss Perspective

There has been a deeper appreciation on using technology in English classroom. It is used to create an interesting learning process. Weblog-based learning in classroom is becoming imperative nowadays since the students themselves are growing within digital era. However, this study purposes that many educators are not taking advantage of this unique and fun learning tools for young learners. This study is designed to reveal: (1) the students’ background in using computer and internet to get useful information; (2) the students ‘perception of the use of classroom blog learning as a tool in learning English; (3) the students’ perception toward weblog activity; (4) students’ perception towards the benefits of the weblog as a means of problem solving for learning English. This research applied the descriptive method which attempted to describe the primary students’ response toward the use of weblog. Data obtained from 120 as a total sample of 5th grade students in an Islamic Bilingual School, West Java, Indonesia. Questionnaire and interview were used to collect the data. The findings of the present study indicated that most of the participant showed positive attitudes and willingness to integrate weblog-based learning in English classroom. This technique made them more engaged and excited to learn English. However, factors such as technical problem and bad internet connection on the use of internet could be possible impediments to the use of classroom blog.

How to Use Blogs in Creating Special Opportunities for Language Learning

Nowadays the need to teach students using Weblogs has become one of the most important issues discussed by teachers and researchers. Information and communication technologies have been an integral part of our life, providing different opportunities in learning English as a second language. The aim of this study is to investigate how it is possible to use Web 2.0. technologies to create additional opportunities for language learning. We overview the benefits of using blogs in a language classroom, possible ways of teaching English to engineering students using Web 2.0. technology as a learning tool. The major findings of this research proved that integration of blogs greatly contributes to the process of foreign language teaching and learning. Finally, practical recommendations, including the information about the blog and some kinds of tasks have been given to educators and researchers. DOI: 10.5901/mjss.2015.v6n1p532

The Classroom Blog: Enhancing Critical Thinking, Substantive Discussion, and Appropriate Online Interaction

In this rapidly evolving digital world, students need to learn not what to write, but how to write using technology and social media. Our students immerse themselves in Facebook, Twitter, Instagram, etc., and it has to be asked: Who is teaching our students to appropriately and respectfully write in the digital world? A class blog can be used to teach students the following: As teachers, we must evolve with the times and not only teach with technology, but use it to teach our students to be professional, respectful contributors to our digital society.

The Reading and Writing Connection: Merging Two Reciprocal Content Areas

The purpose of this article is make connections between two content areas, reading and writing, which have traditionally been separated and consider the relationship between their theoretical underpinnings. Based on their reciprocal nature, the authors posit that students could greatly benefit by reading and writing being taught simultaneously. Relying on this premise, this article provides the reader with three practical strategies that could be applied in the literacy classroom to intertwine reading and writing. These practical strategies include: classroom blogs, graphic depictions, and pen pal responses to literature.

On Classroom Blogs

In the column, By Educators, For Educators, the Editors of The Reading Teacher highlight ideas from the Interesting Ways series edte.ch/blog/interesting-ways/. Curated by Tom Barrett, the Interesting Ways Series is an example of crowdsourcing or the power of collaborative thought. The Interesting Ways Series has more than 30 topics, with new ideas continually added via EDTECH at edte.ch/blog/ and Twitter. It is licensed under a Creative Commons Attribution Noncommercial Share Alike 3.0 License, allowing collaborators to share the work as well as add ideas. Therefore, the ideas for using different types of technology in the classroom are added via open source, with some more applicable than others.

Effects of Classroom Blogging on ESL Student Writers: An Empirical Reassessment

A number of recent studies have identified classroom blogging as a promising approach to teaching writing in English as a second language (ESL) in non-Anglophone higher education settings. However, many of these research designs are methodologically inadequate and their results suffer from overestimated effects on students’ learning performance. In this regard, whether or not classroom blogging can be safely recommended as an effective approach to teaching writing in the ESL classroom, as suggested by previous researchers, needs a well-designed empirical reassessment. For this very purpose, this paper reports on a study which attempts to overcome these limitations by conducting a 36-week, comparative experiment recruiting two groups of ESL undergraduates. The experimental group (EG) was taught how to write in English using a blog-based approach, while the control group (CG) was taught using traditional paper-based materials and methods. The writing performance, learning motivations, and self-efficacy beliefs of both groups were assessed using two sets of pre- and post-tests in terms of writing tasks and a questionnaire. The data collected were analyzed using paired-sample t tests, analysis of covariance, and multivariate analysis of covariance. The results of the study show that (1) both groups made significant improvements in all of their performance in writing and in their learning motivations and self-efficacy beliefs; (2) no significant difference was found between the two groups in terms of their writing proficiency; but a closer examination shows that (3) the CG significantly outperformed the EG in terms of learning motivation.

Students’ Experiences on using Blog as Learning Journals

The application of new Information and Communication Technology (ICT) tools in English Language Teaching (ELT) has allowed for the development of the latest learning methodology and this innovation has caught the attention of language practitioners who wish to experiment with blogging to enhance the teaching and learning experience. This study will discuss the Implementation of Blogs in Classroom which focused on Blogs as Learning Journals. This study will discuss on the students‟ experiences in using blogs as learning journals and to what extent they would to it at MARA Professional College, Beranang. 60 students from COM2033 (Public Speaking) course participated in this study. Qualitative data were collected from observation of students‟ journal entries/comments, and also interviews with 6 students to gain more perspective about their experiences in using the blogs in their learning. The findings show that students enjoyed the use of computer tools in their lesson and most of them expressed their wish to see blogging being used more widely. The findings also reveal the students recommendations to improve the use of blog as learning journal based on their own experiences. In essence, this paper was designed to explore the potential of blogs to support reflection and communication in realistic circumstances, and to explore the strength and weaknesses of current practice in order to build more effective practice in the future.

Blogging in the classroom

Teacher Isobel Durrant describes the benefits of using blogs in the classroom and offers some ideas and advice.

The unrealistic claims for the effects of classroom blogging on English as a second language, students' writing performance

British Journal of Educational TechnologyVolume 42, Issue 6 p. E148-E151 The unrealistic claims for the effects of classroom blogging on English as a second language, students' writing performance Ming-Huei Lin, Corresponding Author Ming-Huei Lin Department of English, University of Birmingham, UKMing-Huei Lin, Department of English, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. Email: [email protected]Search for more papers by this authorChin-Ying Lin, Chin-Ying Lin Department of English, University of Birmingham, UKSearch for more papers by this authorPi-Ying Hsu, Pi-Ying Hsu Department of English, University of Birmingham, UKSearch for more papers by this author Ming-Huei Lin, Corresponding Author Ming-Huei Lin Department of English, University of Birmingham, UKMing-Huei Lin, Department of English, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. Email: [email protected]Search for more papers by this authorChin-Ying Lin, Chin-Ying Lin Department of English, University of Birmingham, UKSearch for more papers by this authorPi-Ying Hsu, Pi-Ying Hsu Department of English, University of Birmingham, UKSearch for more papers by this author First published: 20 October 2011 https://doi.org/10.1111/j.1467-8535.2011.01225.xCitations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume42, Issue6November 2011Pages E148-E151 RelatedInformation

The Influence of Classroom Blogging on Elementary Student Writing

Blogs in classrooms represent a new approach to teaching writing that is developing and changing daily. Although some scholarly literature explores the use of blogs in educational settings, the blogs are primarily being used at the secondary and college levels. The purpose of this qualitative case study research was to explore how blogging influenced student writing development at the elementary level. Fifth-graders' pre- and post-blogging project writing samples, as well as other student blog posts, were the primary data. A qualitative data analysis process was applied to explore the following areas of interest in student writing: attitude, content, voice, connections and relationships, thinking, and craft. The findings indicate that student bloggers became mindful of and connected to the audience, exercised agency in a community of bloggers, and learned to take ownership of the writing process and the writer's craft. Refraining from putting a heavy focus on corrected writing conventions during this formative time of writing development enabled students to concentrate on writing, which they filled with opinions, humor, expression, and playfulness as they learned to rethink their concepts of writing and its meaning in their lives.