Blogging in Obligatory Course: A Bitter Victory

  • Veronika Bejdová
  • Martin Homola
  • Zuzana Kubincová
Conference paper

DOI: 10.1007/978-3-319-09635-3_1

Part of the Lecture Notes in Computer Science book series (LNCS, volume 8613)
Cite this paper as:
Bejdová V., Homola M., Kubincová Z. (2014) Blogging in Obligatory Course: A Bitter Victory. In: Popescu E., Lau R.W.H., Pata K., Leung H., Laanpere M. (eds) Advances in Web-Based Learning – ICWL 2014. ICWL 2014. Lecture Notes in Computer Science, vol 8613. Springer, Cham

Abstract

In the course of several years, we employed blogging assignments in an obligatory web design course. The assignment was able to attract interest of few students only, while the majority did not participate, or only very sparsely. It did not help much to make the assignment part of the course evaluation. The course received mixed reviews from the students. The students who were not really interested in the subject, or considered it too much work, complained. In last two years we tried to address this problem by introduction of a tight blogging schedule, and peer-reviews. As we report in this paper, this step radically improved the participation rate, and also learning outcomes were higher, however the student’s opinion of these activities was not amended.

Keywords

Blogging peer-review engagement learning outcome acceptance 

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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Veronika Bejdová
    • 1
  • Martin Homola
    • 1
  • Zuzana Kubincová
    • 1
  1. 1.Faculty of Mathematics, Physics and InformaticsComenius University in BratislavaSlovakia

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