Terry’s Blog

Exploring the use of blogs as learning spaces in the higher education sector by Jeremy B Williams (Universitas 21 Global) and Joanne Jacobs (Queensland University of Technology) in the Australasian Journal of Educational Technology 2004, 20(2), 232-247. PDF version.

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1. In addition to commenting on the advantages of using a tool that serves as an online journal encouraging personal reflection, and as a means of encouraging collaboration through the sharing of links to resources and up to date information, Oravec (2002, p. 618) observes that the blog has many dimensions that are suited to students’ ‘unique voices’, empowering them, and encouraging them to become more critically analytical in their thinking. The reason, simply, is that in order to develop and sustain a clear and confident voice of one’s own, one has to carefully formulate and stand by one’s opinions. Writing a blog assists here because it forces a student to confront their own opinions and contemplate how their views might be interpreted and reflected upon by others

2. The discursive nature of knowledge construction is best addressed by the immediacy and commentary based system of blogging. They observe that there will be a natural tendency for reflection and analysis on the part of the student, given feedback systems are integral to the blogging interface, but also note that the contextualisation of learning through hypertext links to other materials encourages revisiting and revising of learned concepts, enriching the learning experience. Compared to asynchronous discussion forums such as newsgroups and bulletin boards, Ferdig & Trammel (2004) contend that blogs are more successful in promoting interactivity that is conversational; a mode of interaction more conducive to improved student and teacher relationships, active learning, higher order thinking, and greater flexibility in teaching and learning more generally.

3. It would appear from a review of the literature on the subject and of current practice at universities that blogs and academic discourse are natural allies.

4. Students have long learned as much from each other as they have from an instructor or a textbook - it’s just a question of finding an appropriate vehicle for facilitating this learning.

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