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Using the affordances of weblogs to support a social-constructivist learning environment

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thesis
posted on 28.03.2022, 20:32 by William Bishop Poole
Weblogs are becoming an increasingly popular tool for creating socio-constructive learning environments. However, little is known regarding which aspects of the tool students consider most useful for achieving specific learning outcomes. In addition, there is little empirical evidence regarding the usefulness of weblogs for nurturing the establishment of a community of learners. This study examined a first semester university course in English literature. In this course the instructor used Internet-hosted weblogs in a blended course delivery strategy. In addition to traditional face-to-face instruction, the students were encouraged to teach each other in an online environment, where they shared their own creative writhing, and their critiques of the creative writing of others. Specifically, the study addressed the following research questions: 1. In what ways do weblogs influence the achievement of students' learning outcomes in creative writing and literary analysis? 2. How do students understand and employ the affordances offered by weblogs in achieving their learning outcomes? 3. Is there evidence that weblogs assist in the development and nurturing of communities of learners? Engeström's (1987) activity system was applied to the use of the weblogs to understand how this tool interacted with its social and technical environment to mediate the achievement of learning outcomes and the establishment and nurturing of communities of learners. Mixed research methods, both qualitative and quantitative, as well as multiple data sources were used to identify trends as they related to the students' use of specific weblog affordances. This study identifies six areas an instructor might consider when designing and implementing a course that incorporates a weblog learning environment and explores the effect particular pedagogical certain choices may have on the achievement of different learning outcomes. These six areas are the online hosting strategy, the size of any communities of learners, the task design and scaffolding, assessment strategies, the use and training of online tutors (including the instructor), and student training.

History

Table of Contents

Introduction -- Chapter 1. Problem statement -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Students' lived experience -- Chapter 5. Results -- Chapter 6. Discussion

Notes

Bibliography: pages 255-268 This thesis was submitted to fulfil the requirements for the degree of Doctor of Philosophy (PhD) in August 2011.

Awarding Institution

Macquarie University

Degree Type

Thesis PhD

Degree

PhD, Macquarie University, Faculty of Human Sciences, Department of Education

Department, Centre or School

Department of Education.

Year of Award

2012

Principal Supervisor

John Hedberg

Additional Supervisor 1

Kerry-Ann O'Sullivan

Rights

Copyright disclaimer: http://www.copyright.mq.edu.au Copyright William Poole 2012.

Language

English

Extent

1 online resource (268 pages) illustrations (some coloured)

Former Identifiers

mq:71658 http://hdl.handle.net/1959.14/1276762