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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

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
Presenters
  • Donna Malvey, Ph.D.

[email protected]

  • Andy Todd, UCF Librarian

[email protected]

  • Barbara Alderman, UCF Librarian

[email protected]

  • Allison King, UCF Librarian
summary of research earlier presentations
Summary of Research & Earlier Presentations
  • 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
the corporate blog
The Corporate Blog
  • 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
blogging in the online classroom
Blogging in the Online Classroom
  • 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
the triad
The Triad
  • Teacher
  • Embedded Librarians
  • Students

Unique role of librarians in student centered model of online learning

course materials created for corporate blogging assignments
Course materials created for corporate blogging assignments
  • Overview of corporate blogs
  • Why blogging
  • Blogging etiquette
  • Blogging topics & questions
  • Expectations & requirements for group blogging assignment
  • Grading rubrics
learning goals
Authenticity

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
research questions
Research questions
  • 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?
research framework
Research Framework
  • 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
meeting irb requirements
Meeting IRB Requirements
  • IRB Submission
  • Including informational letter
  • Collecting and storing data
  • Data retrieval/Archiving
sample
Sample
  • 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
results blogging experience
Results- Blogging Experience
  • 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
survey questions
Survey Questions
  • 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?
results blogging assignments
Results- Blogging Assignments

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.”

results library module
Results – Library Module
  • 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.”

results comparison of discussion boards and blogs
Results- Comparison 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
limitations of study
Limitations of Study
  • Exploratory Research
  • Survey Instrument
  • Generalizability of results
  • Limited access to descriptive information about our sample
future research
Future Research
  • 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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