Presented at the 13th sloan c international conference on online learning
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A Study of Blogging in the Online Classroom: Implications for Teaching and Learning. Presented at the 13th Sloan-C International Conference on Online Learning. The Power of Online Learning: Making a Difference. November 8, 2007 Caribe Royale, Orlando, Florida. Presenters.

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Presented at the 13th sloan c international conference on online learning l.jpg

A Study of Blogging in the Online Classroom: Implications for Teaching and Learning

Presented at the 13th Sloan-C International Conference on Online Learning

The Power of Online Learning: Making a Difference

November 8, 2007

Caribe Royale, Orlando, Florida


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Presenters for Teaching and Learning


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Summary of Research & Earlier Presentations for Teaching and Learning

  • 12th Sloan-C International Conference

  • Annual Meeting of the Association of University Programs in Health Administration (AUPHA – Distance Learning Forum)

  • 2007 Annual Meeting of the Academy of Management, Division of Management Education


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The Corporate Blog for Teaching and Learning

  • Is used by an organization to further its goals

  • Links customers with the organization and its members, regardless of size

  • Performs as a communications and marketing channel that is two-way and digital


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Blogging in the Online Classroom for Teaching and Learning

  • Overview of the problem

  • Advancing beyond discussion boards

  • Why use corporate blogs as a teaching tool?

  • Integrating the blogs with course content

  • Creating course materials to support corporate blogging


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The Triad for Teaching and Learning

  • Teacher

  • Embedded Librarians

  • Students

    Unique role of librarians in student centered model of online learning


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Course materials created for corporate blogging assignments for Teaching and Learning

  • Overview of corporate blogs

  • Why blogging

  • Blogging etiquette

  • Blogging topics & questions

  • Expectations & requirements for group blogging assignment

  • Grading rubrics


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Authenticity for Teaching and Learning

Relevance

Self-directed learning

Active learning

Information fluency

Manage group work

Use external consultants

Self-correction/peer review components

Maintain digital relationships

Make learning meaningful via publishing on the web

Learning goals


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Research questions for Teaching and Learning

  • Did corporate blogging assignments enable us to reach our learning goals?

  • Did the partnership/collaboration with the librarians facilitate student-centered learning?

  • Did student evaluations of the blogging assignments support the use of corporate blogs as an effective teaching tool?


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Research Framework for Teaching and Learning

  • Methodology

    • exploratory research by surveying students

    • students invited to participate, not mandatory

    • no modifications of the next iteration of blogging assignments from spring to fall

    • data reviewed individually and collectively after conclusion of fall 2006 term


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Meeting IRB Requirements for Teaching and Learning

  • IRB Submission

  • Including informational letter

  • Collecting and storing data

  • Data retrieval/Archiving


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Sample for Teaching and Learning

  • Students enrolled in online in health services administration Issues and Trends graduate course

  • Respondents:

  • Spring (n=21)

  • Fall (n=17)

  • Descriptive Statistics: Cannot capture this information because of confidentiality/IRB requirements


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Results- Blogging Experience for Teaching and Learning

  • Spring/Fall semester

    • majority of students had little experience in personal blogging:

      • 76% in spring

      • 65% in fall

    • majority of students had little experience in academic blogging:

      • 76% in spring

      • 88% in fall


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Survey Questions for Teaching and Learning

  • Do you feel that discussion board assignments could substitute for the blogging assignments?

  • Do you believe that the blogging assignments in general will help you in the real world of the workplace?

  • Which aspect of the blogging assignment was most valuable to you?


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Results- Blogging Assignments for Teaching and Learning

Said blogging assignments were useful in learning course material :

  • 90% in spring

  • 94% in fall

“…Instead of sitting back and reading a chapter we were able to research and learn in a more hands-on way. We were able to apply our knowledge on the topic in a real world scenario.”


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Results – Library Module for Teaching and Learning

  • Said library module was helpful in completing blogging assignment:

    • 67% in spring

    • 65% in fall

“The library module was essential. I would not have been able to figure out how to use and access the vast resources that UCF has available without the module.”


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Results- for Teaching and LearningComparison of Discussion Boards and Blogs

Classroom discussion boards have a "training-wheels" feel to them. Students generally do not take those as seriously as they would the blogging assignments simply because they are not attached or related to the real world.

  • That discussion board assignments could not substitute for the blogging assignments:

    • 86% in Spring

    • 53% in Fall


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Limitations of Study for Teaching and Learning

  • Exploratory Research

  • Survey Instrument

  • Generalizability of results

  • Limited access to descriptive information about our sample


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Future Research for Teaching and Learning

  • Examine the effect of changes in instructions and assignment requirements.

  • Compare the use of corporate blogs in a similar course that is delivered in traditional face-to-face format

  • Focus on student perceptions of the differences between blogging and discussion board forums, including which platform they would prefer as it relates to online interaction.


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