Using Blogs to Identify Misconceptions in a Large Undergraduate Nutrition Course
- 169 Downloads
We describe two iterations of the design, development, implementation and evaluation of small online activity and reflection blogging groups into a large undergraduate lecture course in nutrition. Our goal was to promote student learning and conceptual change through reflection and interaction in blog conversations. We found the blog conversations to be highly useful to the instructors as a source of data on student understandings and misconceptions of course topics. These misconceptions could then be addressed with further instruction. We found that, even with initial training, graduate teaching assistants needed significant guidance in facilitation strategies and that finding the ideal balance between structure and autonomy is a design challenge.
KeywordsInstructional Design Blogging
Unable to display preview. Download preview PDF.
- Blackburn, G.L. (2005). Teaching, learning, doing: Best practices in education. American Journal of Clinical Nutrition 82, 218s–221s.Google Scholar
- Bouldin, A.S., Holmes, E.R. & Fortenberry, M.L. (2006). “Blogging” about course concepts: Using technology for reflective journaling in a communications class. American Journal of Pharmaceutical Education 70(4), article 84. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1636988.
- Boulous, M., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education 6. Retrieved from http://www.biomedcentral.com/1472-6920/6/41/abstract
- Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000). How people learn: Brain, mind, experience and school. National Research Council. Washington, D.C.: National Academy Press.Google Scholar
- Brescia, W.F., Swartz, J., Pearman, C., Balkin, R., & Williams, D. (2004). Peer teaching in web based threaded discussions. Journal of Interactive Online Learning 3(2). Retrieved from http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=3&IssueID=11&ArticleID=15.
- Deng, L. & Yuen, A.H.K. (2009). Blogs in higher education: Implementation and issues. TechTrends 53(3), 95–98.Google Scholar
- Ebner, M. & Maurer, H. (2007). Blogging in higher education. Proceedings of E-Learn 2007. Quebec City, Canada, pp. 767–774.Google Scholar
- Ertmer, P. A, Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G. et. al. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. Journal of Computer-Mediated Communication, 12(2), article 4. Retrieved from http://jcmc.indiana.edu/vol12/issue2/ertmer.html
- Fox, M.A. & Hackerman, N. (2003). Evaluating and improving undergraduate teaching in science, technology, engineering and math. National Research Council. Washington, D.C.: National Academy Press.Google Scholar
- Oravec, J. (2003). Blending by blogging: Weblogs in blended learning environments. Journal of Educational Media, 28, 225–233.Google Scholar
- Paulus, T., Payne, R.L. & Jahns, L. (2009). “Am I making sense here?”: What blogging reveals about undergraduate student understanding. Journal of Interactive Online Learning, 8(1). Retrieved from http://www.ncolr.org/jiol/issues/PDF/8.1.1.pdf.
- Shaffer, S.C., Lackey, S.P. & Bolling, G.W. (2006). Blogging as a venue for nurse faculty development. Nursing Education Perspectives 27(3), 126–128.Google Scholar
- Twigg, C.A. (1999). Improving learning & reducing costs: redesigning large-enrollment courses. The Pew Learning and Technology Program. Center for Academic Transformation at Rensselaer Polytechnic Institute.Google Scholar
- Varma-Nelson, P., Cracolice, M.S. & Gosser, D.K. (2004). Peer-led team learning: A student-faculty partnership for transforming the learning environment. In S. Cunningham & Y.S. George (Eds.) Invention and Impact: Building Excellence in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education (pp. 43–48). Washington, D.C.: American Association for the Advancement of Science.Google Scholar
- Zubas, P., Heiss, C., & Pedersen, M. (2006). Comparing the effectiveness of a supplemental online tutorial to traditional instruction with nutritional science students. Journal of Interactive Online Learning 5(1). Retrieved from: http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=5&IssueID=16&ArticleID=78