Your SlideShare is downloading. ×
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Does The Blog Change Learning Life
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Does The Blog Change Learning Life

806

Published on

Published in: Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
806
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
11
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Does the blog change learning life By Oscar, Riting, Jack, Jeff
  • 2. 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.)
  • 3. Introduction
    • Students in Hong Kong spend lot of time in blogging these years.
  • 4. 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."
  • 5. 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)
  • 6. Literature review 3
    • 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)
  • 7. Literature review 4
    • 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.
  • 8. 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?
  • 9. 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.
  • 10. Research Method (2)
    • 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.
  • 11. 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.
  • 12. Findings
  • 13. 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
  • 14. Hypothesis 1 (2)
    • Table A: How long the students read the weblogs per week
    • It shows 46 students (80.7%) read the weblogs
  • 15. 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
  • 16. Hypothesis 1 (4)
    • Table C: How long the students write the weblogs per week
    • It shows 46 students (80.7%) write the weblogs
  • 17. 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
  • 18. 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.
  • 19. 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.
  • 20. Hypothesis 1 (8)
    • Other evidence
    • Table E: Comment on teachers’ weblogs
    • It shows that few students found the teachers’ weblog helpful
  • 21. 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.
  • 22. Hypothesis 2 (1)
    • Definition of lurker
      • Lurker usually reads the weblogs, but do not give any comment on weblogs.
  • 23. Hypothesis 2 (2)
    • Table F: Give comments on the weblogs
    • It shows many students (69.6%) always give comments on the weblog
  • 24. 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
  • 25. 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
  • 26. 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.
  • 27. 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
  • 28. 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.
  • 29. 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.
  • 30. 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.
      • Materials in blog don ’ t contain much things about studying material.
      • Chatting would be more attracted than studying.
  • 31. Discussion 2
    • Unexpectedly, the findings demonstrate that Hong Kong students are not lurkers (Wikipedia) at all and in fact actively give feedback to bloggers.
      • Students in hong kong are active thinkers.
      • In another way they are more willing to chat with others in air rather than face to face communication.
  • 32. 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 ’ .
      • Teacher ’ s ability to use IT might may more training.
      • Teachers don ’ t have enough time.
  • 33. 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.
  • 34. 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.
  • 35. 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

×