Blogging in Obligatory Course: A Bitter Victory

  • Veronika Bejdová
  • Martin Homola
  • Zuzana Kubincová
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8613)

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 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Andergassen, M., Behringer, R., Finlay, J., Gorra, A., Moore, D.: Weblogs in higher education-why do students (not) blog? Electronic Journal of e-Learning 7(3) (2009)Google Scholar
  2. 2.
    Churchill, D.: Educational applications of web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology 40(1) (2009)Google Scholar
  3. 3.
    Gehringer, E.F.: Strategies and mechanisms for electronic peer review. In: Proceedings Frontiers in Education (2000)Google Scholar
  4. 4.
    von Glasersfeld, E.: Radical Constructivism. A Way of Knowing and Learning. Falmer Press, London (1995)CrossRefGoogle Scholar
  5. 5.
    Homola, M., Kubincová, Z.: Taking advantage of Web 2.0 in organized education (a survey). In: ICL, Villach, Austria (2009)Google Scholar
  6. 6.
    Ken, P.M., Park, K.H., Domazlicky, B.R.: Peer grading of essays in a principles of microeconomics course. Journal of Education for Business 70(6) (1995)Google Scholar
  7. 7.
    Lin, S.S.J., Liu, E.Z.F., Yuan, S.M.: Web-based peer assessment: feedback for students with various thinking-styles. J. Comput. Assist. Lear. 17(4) (2001)Google Scholar
  8. 8.
    Liu, E.Z.F., Lin, S.S.J., Chiu, C.H., Yuan, S.M.: Web-based peer review: the learner as both adapter and reviewer. IEEE Transactions on Education 44(3), 246–251 (2001)CrossRefGoogle Scholar
  9. 9.
    MacAlpine, J.M.K.: Improving and encouraging peer assessment of student presentations. Assess. Eval. High. Educ. 24(1) (1999)Google Scholar
  10. 10.
    Mosel, S.: Self directed learning with personal publishing and microcontent. In: Microlearning 2005 Conference (2005)Google Scholar
  11. 11.
    Popescu, E.: Students’ acceptance of web 2.0 technologies in higher education: Findings from a survey in a romanian university. In: DEXA 2010 (2010)Google Scholar
  12. 12.
    Popescu, E., Manafu, L.: Repurposing a wiki for collaborative learning-pedagogical and technical view. In: ISTCC (2011)Google Scholar
  13. 13.
    Sterbini, A., Temperini, M.: Dealing with open-answer questions in a peer-assessment environment. In: Popescu, E., Li, Q., Klamma, R., Leung, H., Specht, M. (eds.) ICWL 2012. LNCS, vol. 7558, pp. 240–248. Springer, Heidelberg (2012)CrossRefGoogle Scholar
  14. 14.
    Tekinarslan, E.: Blogs: A qualitative investigation into an instructor and undergraduate students’ experience. Australasian Journal of Educational Technology 24(4) (2008)Google Scholar
  15. 15.
    Williams, J., Jacobs, J.: Exploring the use of blogs as learning spaces in higher education sector. Australasian Journal of Educational Technology 20(2) (2004)Google Scholar
  16. 16.
    Wu, W.S.: The effect of blog peer review and teacher feedback on the revisions of EFL writers. Journal of Education and Foreign Languages and Literature 3(2) (2006)Google Scholar

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

Personalised recommendations