A Case Study of Blog-Based Learning in Korea: Technology becomes Pedagogy

Autor/inn/en	Kang, Inae; Bonk, Curtis J.; Kim, Myung-Chun
Titel	A Case Study of Blog-Based Learning in Korea: Technology becomes Pedagogy
Quelle	In: Internet and Higher Education, 14 (2011) 4, S.227-235 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-7516
DOI	10.1016/j.iheduc.2011.05.002
Schlagwörter	Communities of Practice; Constructivism (Learning); Web Sites; Electronic Publishing; Foreign Countries; Educational Environment; Graduate Students; Diaries; Teaching Methods; Student Participation; Discussion (Teaching Technique); Teamwork; Teacher Student Relationship; Social Influences; Individual Differences; Educational Technology; South Korea + Suchen Sie Ihr Suchwort? Community; Web-Design; Elektronisches Publizieren; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Diary; Tagebuch; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Einfluss; Individueller Unterschied; Unterrichtsmedien; Korea; Republik
Abstract	The unique technological functions of a weblog have earned it a growing reputation as a pedagogical tool for educators across fields of study. While using the blog as a communicative and pedagogical platform in two different graduate classes in Korea, this study explored the premise of a weblog as a place for networked individuality. The classes studied employed blogs as a learning environment in which both active participation and discussion among team members was required to resolve learning tasks and issues. The first finding from this study was that discussion occurring in a blog forms multi-dimensional and multi-layered interactivity among the team. Second, a blog can function as a place where instructors and students can experience decentralized relationships among themselves. In the end, blogging provides an opportunity to form a social constructivist learning environment where both students and the instructor can experience a community of practice, while preserving their unique networked individuality. (Contains 1 table and 9 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10