Investigating the Emerging Generic Features of the Blog Writing Task across Three Discrete Learner Groups at a Higher Education Institution

Autor/inn/en	Hourigan, Triona; Murray, Liam
Titel	Investigating the Emerging Generic Features of the Blog Writing Task across Three Discrete Learner Groups at a Higher Education Institution
Quelle	In: Educational Media International, 47 (2010) 2, S.83-101 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Action Research; Teaching Methods; Reflection; Writing Skills; Intellectual Disciplines; Writing Assignments; Foreign Countries; Student Attitudes; Undergraduate Students; Instructional Effectiveness; Technology Integration; Computer Assisted Instruction; Instructional Design; College Instruction; Web Sites; Electronic Publishing; Content Analysis; Ireland + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Geisteswissenschaften; Ausland; Schülerverhalten; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschullehre; Web-Design; Elektronisches Publizieren; Inhaltsanalyse; Irland
Abstract	Because of the recent revolutionary developments brought about by Web 2.0, the emergence and popularity of blogs as learning tools represent an important area of consideration by the higher education sector. Indeed, while many researchers have acknowledged the advantages of using blogs in this environment, it is clear that more investigation is required in order to expand and develop our understanding of their potential uses for academic purposes. As such, this paper will outline and describe the emerging features of a generic blog writing task recently implemented at an Irish higher education level institution. Using an action research methodological approach (McNiff, J., & Whitehead, J., (Eds.). (2002). "Action research: Principles and practice." London: RoutledgeFalmer), the blog writing task is integrated into three separate undergraduate degree modules, allowing us to compare and contrast student reactions to using this medium for academic purposes. Looking at the emerging content, we shall subsequently reflect upon particular contextual and specific pedagogical factors in order to propose a generic methodology for future cross-disciplinary teaching activities. (Contains 9 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10