Analysing Students' Engagement and Learning Presence in an Educational Blog Community

Autor/inn/en	Angelaina, Sophia; Jimoyiannis, Athanassios
Titel	Analysing Students' Engagement and Learning Presence in an Educational Blog Community
Quelle	In: Educational Media International, 49 (2012) 3, S.183-200 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2012.738012
Schlagwörter	Teaching Methods; Web Sites; Electronic Publishing; Web 2.0 Technologies; Social Networks; Network Analysis; Case Studies; Learner Engagement; Student Participation; Learning Processes; Water Pollution; Cognitive Style; Critical Thinking; Educational Practices; Instructional Design; Communities of Practice; Inquiry; Content Analysis; Transcripts (Written Records); Secondary School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Web-Design; Elektronisches Publizieren; Social network; Soziales Netzwerk; Netzplantechnik; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning process; Lernprozess; Gewässerverschmutzung; Cognitive styles; Kognitiver Stil; Kritisches Denken; Bildungspraxis; Lesson concept; Lessonplan; Unterrichtsentwurf; Community; Inhaltsanalyse; Sekundarschüler
Abstract	This paper reports on a case study investigating students' participation and learning presence in an educational blog implemented as a cross-thematic inquiry activity exploring and debating on the acid rain problem. Twenty-one secondary education students (14-15 years aged), coming from two separate classes, were involved. The content and commentary postings of the blog were analysed using a combined framework, combining the model of Community of Inquiry (CoI) and the representation of learning mapping, aiming to reveal students' engagement in blogging activities. The analysis shed light into the different patterns of participation that students showed and their gradual evolution of learning presence which supported the development of a CoI. The results suggested that properly designed blog activities can help students to achieve higher cognitive levels through enhancing their collaboration skills and critical thinking. The findings showed that the proposed framework could be of value for the design of blog-based instructional practices and ongoing research in the field. (Contains 6 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10