Does the blog change learning life By Oscar, Riting, Jack, Jeff

Introduction A blog (a portmanteau of web log ) is a website where entries are written in chronological order and commonly displayed in reverse chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog. (wiki.)

A blog (a portmanteau of web log ) is a website where entries are written in chronological order and commonly displayed in reverse chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog. (wiki.)

Literature review 1 Blogger.com says: "A blog is a personal diary. A daily pulpit. A collaborative space. A political soapbox. A breaking-news outlet. A collection of links. Your own private thoughts. Memos to the world."

Blogger.com says:

"A blog is a personal diary. A daily pulpit. A collaborative space. A political soapbox. A breaking-news outlet. A collection of links. Your own private thoughts. Memos to the world."

Literature review 2 Blogs have evolved along similar lines to other forms of human communication in that they are a product of convenience rather than design. (Jacobs, 2003, p.l)

Blogs have evolved along similar lines to other forms of human communication in that they are a product of convenience rather than design. (Jacobs, 2003, p.l)

Literature review 4 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(Oravec, 2002)

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(Oravec, 2002)

Literature review 3 Collaborative blog Is a type of webblog which publishes posts written by multiple users. The majority of high profile collaborative blogs are based around a single uniting theme, such as politics or technology.

Collaborative blog

Is a type of webblog which publishes posts written by multiple users.

The majority of high profile collaborative blogs are based around a single uniting theme, such as politics or technology.

The study To investigate the effect of blogs on learning style. There are three hypotheses 1. Do the students use the blogs for learning? 2. Do the students act as the lurker in blogs? 3. Do the blog builders and blog readers build up the inherent environment for learning or knowledge building?

To investigate the effect of blogs on learning style.

There are three hypotheses

1. Do the students use the blogs for learning?

2. Do the students act as the lurker in blogs?

3. Do the blog builders and blog readers build up the inherent environment for learning or knowledge building?

Research Method (1) 57 questionnaires were collected from Hong Kong students only. Our target groups were Form 6, 7 and post-secondary students, They were randomly invited to fill the questionnaires.

57 questionnaires were collected from Hong Kong students only.

Our target groups were Form 6, 7 and post-secondary students,

They were randomly invited to fill the questionnaires.

Research Method (1) 21 questions were set in the questionnaire Questions were divided into 5 categories: (a) General information, (b) Write the weblog, (c) Read the weblog, (d) Weblog using by teachers, and (e) Knowledge building using weblog.

21 questions were set in the questionnaire

Questions were divided into 5 categories:

(a) General information,

(b) Write the weblog,

(c) Read the weblog,

(d) Weblog using by teachers, and

(e) Knowledge building using weblog.

Tools Used For Analysis Data was extracted and coded in worksheet of MS Excel Then, we performed several statistical methodologies, say frequency distribution, for analysis.

Data was extracted and coded in worksheet of MS Excel

Then, we performed several statistical methodologies, say frequency distribution, for analysis.

Findings

Hypothesis 1 (1) Summaries the data from questions in part (a), (b), (c) and (d) to obtain the following results Apparently, there are 54 students out of 57 students spent at least 1 hour per week to surf the Internet Also, only 46 students read and/or write the weblogs

Summaries the data from questions in part (a), (b), (c) and (d) to obtain the following results

Apparently, there are 54 students out of 57 students spent at least 1 hour per week to surf the Internet

Also, only 46 students read and/or write the weblogs

Hypothesis 1 (2) Table A: How long the students read the weblogs per week It shows 46 students (80.7%) read the weblogs

Table A: How long the students read the weblogs per week

It shows 46 students (80.7%) read the weblogs

Hypothesis 1 (3) Table B: Content of weblogs read by students It shows the students use the weblogs to keep the friendships, rather than learning

Table B: Content of weblogs read by students

It shows the students use the weblogs to keep the friendships,

Hypothesis 1 (4) Table C: How long the students write the weblogs per week It shows 46 students (80.7%) write the weblogs

Table C: How long the students write the weblogs per week

It shows 46 students (80.7%) write the weblogs

Hypothesis 1 (5) Table D: Content of weblogs written by students It also shows the students write the weblogs to keep the friendships, say writing personal diary

Table D: Content of weblogs written by students

It also shows the students write the weblogs to keep the friendships, say writing personal diary

Hypothesis 1 (6) From Table B and Table D, we observe that the students really uses weblog for either sharing ideas or sharing knowledge, but their percentages were relatively slower. Thus, in Hong Kong, using weblogs by the students for learning is infancy.

From Table B and Table D, we observe that the students really uses weblog for either sharing ideas or sharing knowledge, but their percentages were relatively slower.

Thus, in Hong Kong, using weblogs by the students for learning is infancy.

Hypothesis 1 (7) Other evidence 33 students (57.9%) told us that their teachers had their own weblogs for sharing and discussing among the teachers and students. For these 33 students, there was only 1 student (4.2%) frequently visiting the teacher weblog.

Other evidence

33 students (57.9%) told us that their teachers had their own weblogs for sharing and discussing among the teachers and students.

For these 33 students, there was only 1 student (4.2%) frequently visiting the teacher weblog.

Hypothesis 1 (8) Other evidence Table E: Comment on teachers’ weblogs It shows that few students found the teachers’ weblog helpful

Other evidence

Table E: Comment on teachers’ weblogs

It shows that few students found the teachers’ weblog helpful

Hypothesis 1 (9) Other evidence It also provided the preliminary evidence the school couldn’t create the supporting environment for the students that fostered using the weblog for learning. Fortunately, there were 34 students (59.6%) to be willing to use the weblog for learning in the future. Thus, in Hong Kong, using weblogs by the students for learning was proved to be infancy.

Other evidence

It also provided the preliminary evidence

the school couldn’t create the supporting environment for the students that fostered using the weblog for learning.

Fortunately, there were 34 students (59.6%) to be willing to use the weblog for learning in the future.

Thus, in Hong Kong, using weblogs by the students for learning was proved to be infancy.

Hypothesis 2 (1) Definition of lurker Lurker usually reads the weblogs, but do not give any comment on weblogs.

Definition of lurker

Lurker usually reads the weblogs, but do not give any comment on weblogs.

Hypothesis 2 (2) Table F: Give comments on the weblogs It shows many students (69.6%) always give comments on the weblog

Table F: Give comments on the weblogs

It shows many students (69.6%) always give comments on the weblog

Hypothesis 2 (3) Table G: Response to comments on the weblogs It also shows many students (73.9%) always response to comments given by the reader on the weblog

Table G: Response to comments on the weblogs

It also shows many students (73.9%) always response to comments given by the reader on the weblog

Hypothesis 2 (4) Conclusively, we observed that the students were relatively active on writing the comments or response to the comments Hence, it was apparent that Hong Kong students were not the lurkers in the Internet

Conclusively, we observed that the students were relatively active on writing the comments or response to the comments

Hence, it was apparent that Hong Kong students were not the lurkers in the Internet

Hypothesis 3 (1) Learning required more sharing, discussing and reflection among the students and teachers Weblogs usually provided the inherent facilities to meet such requirements.

Learning required more sharing, discussing and reflection among the students and teachers

Weblogs usually provided the inherent facilities to meet such requirements.

Hypothesis 3 (2) Table H: Status of students while using weblog It also shows there are 42 students (73.7%) to be going to both read and write weblogs Read Weblog

Table H: Status of students while using weblog

It also shows there are 42 students (73.7%) to be going to both read and write weblogs

Hypothesis 3 (3) In our survey, we found that 23 students (79.3%) out of 29 students, which always read weblogs, wrote the comment, then the weblog owner gave the responses and the student replied on the responses.

In our survey, we found that 23 students (79.3%) out of 29 students, which always read weblogs, wrote the comment, then the weblog owner gave the responses and the student replied on the responses.

Hypothesis 3 (4) Moreover, there were 23 students (71.9%) out of the 32 students, who always wrote comments, to be willing to keep track on the specific weblogs for further discussion. This created the foundational atmosphere for the weblog owners and weblog readers to construct the learning.

Moreover, there were 23 students (71.9%) out of the 32 students, who always wrote comments, to be willing to keep track on the specific weblogs for further discussion.

This created the foundational atmosphere for the weblog owners and weblog readers to construct the learning.

Discussion 1 At present phase the blog is proactively read and written by them in finding curiosities, sharing ideas and keeping contact with each other.

At present phase the blog is proactively read and written by them in finding curiosities, sharing ideas and keeping contact with each other.

Discussion 2 Unexpectedly, the findings demonstrate that Hong Kong students are not lurkers (Wikipedia) at all and in fact actively give feedback to bloggers.

Unexpectedly, the findings demonstrate that Hong Kong students are not lurkers (Wikipedia) at all and in fact actively give feedback to bloggers.

Discussion 3 As shown in the findings, the interaction through blog between teachers and students is not as much as it is among students. Cause teachers’ blogs seem not as attractive as peers’.

As shown in the findings, the interaction through blog between teachers and students is not as much as it is among students.

Cause teachers’ blogs seem not as attractive as peers’.

Limitations of the study This small scale study was conducted within two weeks. Limited sampling from two schools due to the pressing time might affect to some extent its validity and reliability.

This small scale study was conducted within two weeks.

Limited sampling from two schools due to the pressing time might affect to some extent its validity and reliability.

Conclusion Some students use the blogs for learning. Reading and writing blogs becomes a habit in daily life. Different from years ago, students are by no means the lurker. They are proactively involved in writing and commenting on blogs that interest them. Blog writers and blog readers(students) build up the inherent environment for learning or knowledge building.

Some students use the blogs for learning.

Reading and writing blogs becomes a habit in daily life.

Different from years ago, students are by no means the lurker. They are proactively involved in writing and commenting on blogs that interest them.

Blog writers and blog readers(students) build up the inherent environment for learning or knowledge building.

Reference Ferdig, R. E., & Trammell, K. D. (2004, ). Content delivery in the 'Blogosphere'. Technological Horizons in Education Journal Retrieved 28 Oct, 2007, from http://thejournal.com/articles/16626_1 Oravec, J. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent and Adult Literacy, 45(7), 618. Right Technology at the Right Time for the Right Task. (2007). Retrieved. from http://www.edb.gov.hk/FileManager/EN/Content_6177/emb_eng_e.pdf . Wikipedia. Lurker. Retrieved 28 Oct, 2007, from http:// en.wikipedia.org/wiki/Lurker

Ferdig, R. E., & Trammell, K. D. (2004, ). Content delivery in the 'Blogosphere'. Technological Horizons in Education Journal Retrieved 28 Oct, 2007, from http://thejournal.com/articles/16626_1

Oravec, J. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent and Adult Literacy, 45(7), 618. Right Technology at the Right Time for the Right Task. (2007). Retrieved. from http://www.edb.gov.hk/FileManager/EN/Content_6177/emb_eng_e.pdf .

Wikipedia. Lurker. Retrieved 28 Oct, 2007, from http:// en.wikipedia.org/wiki/Lurker