More blog research

One study, by Jeremy Williams and Joanne Jacobs, which does provide an empirical evaluation of blogs as a learning experience comes from the MBA program at the Brisbane Graduate School of Management in Queensland. The results are general but quite encouraging. In the six week course students in the course were encouraged to participate in a class blog. Although it was optional five "meaningful" posts in the six week period earned five marks for the course. About half the students in the course participated in an online survey. About half of those who responded (24) indicated they had not taken part in the blog. The major reasons were "For the marks available, it wasn't worth the effort." (33%) and "I would have liked to participate, but I wasn't sure I'd have anything valuable to contribute."

Of those who did contribute (27) the response was very positive: "some two thirds of blog participants either agreeing or strongly agreeing that the MBA blog assisted their learning (only 12% disagreeing or strongly disagreeing)."

On interactivity: There was stronger endorsement for the view that the MBA Blog increased student interactivity, some 77% of students either agreeing or strongly agreeing that the MBA blog increased the level of meaningful intellectual exchange between students (only 3% or one person disagreeing with this statement).

Even more encouragingly 69% of the students said they would participate in a class blog again even if it had no marks attached. 57% said blogs should be used in all or most MBA units and a further 37% said they should be used in some.

I think some of the student comments are even more interesting than the numerical data:

'Even though at first people were afraid to take the risk and blog, I found it a good way to discuss concepts and participate in further discussion. It also allowed the sharing of up-todate information that would not have been possible in lecture time.'

'I spent time prior to each blog constructing an entry. To do that I did need to have a good understanding of what I wanted to blog about. I also spent time reading and considering the blogs of other students and found their comments and perspectives thought provoking.'

'Students could put forth their ideas on topics after a little thought. The only other avenue available most of the time is in-class comments, for which you do not have much time to really think about them in detail. When new to a subject, the extra thought time that blogging provides can really help students sort through some of the issues in our own head, before providing them for all to see.'

These students are full-paying MBA students doing an intensive six week course so they are likely to be fairly highly motivated learners. But I think the comments are interesting in that they indicate that blogs can provide a new and different mode of reflective learning that is different to class discussion or private assignments.

Some of the dynamics of this "learning space" emerging from the student comments include,

- it provides up-to-date, real time commentary on a week to week basis

- participants need to take a "risk" to really become involved

- it encourages focused thinking in that participants feel they have to think about what they want to say before making their comments public

- reading and thinking about other contributions is as important as posting comments

- it encourages extra "thought-time"

Download paper here: Exploring the Use of Blogs as Learning Spaces in the Higher Education Sector

Comments

[Tanja]

Yes I agree - the student comments are MUCH more interesting than the numerical data! In particular I've been pondering over the following comment and its implications ...

I think more linkages could be made in class time between blog-postings and course content. Rather than sitting on the side, I think the blog could form a central element of the teaching that ties together the lecture material and individual students' own explorations.

In journalism education (in a particular subject in higher education) I wonder what those student explorations might be (immersion experiences of some kind, perhaps) and in what ways they could tango with the face to face aspects? In the study it seemed that WHAT the students might be learning through the blogging experience was not clear.

Even you, Marcus (in your very first post) outlined WHAT you saw the purpose of this blog was: you set a particular agenda for using this blog in a particular way.