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Does The Blog Change Learning Life

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Does The Blog Change Learning Life

  1. 1. Does the blog change learning life By Oscar, Riting, Jack, Jeff
  2. 2. Introduction <ul><li>A blog (a portmanteau of web log ) is a website where entries are written in chronological order and commonly displayed in reverse chronological order. &quot;Blog&quot; can also be used as a verb, meaning to maintain or add content to a blog. (wiki.) </li></ul>
  3. 3. Literature review 1 <ul><li>Blogger.com says: </li></ul><ul><li>&quot;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.&quot; </li></ul>
  4. 4. Literature review 2 <ul><li>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) </li></ul>
  5. 5. Literature review 4 <ul><li>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) </li></ul>
  6. 6. Literature review 3 <ul><li>Collaborative blog </li></ul><ul><ul><li>Is a type of webblog which publishes posts written by multiple users. </li></ul></ul><ul><ul><li>The majority of high profile collaborative blogs are based around a single uniting theme, such as politics or technology. </li></ul></ul>
  7. 7. The study <ul><li>To investigate the effect of blogs on learning style. </li></ul><ul><li>There are three hypotheses </li></ul><ul><ul><li>1. Do the students use the blogs for learning? </li></ul></ul><ul><ul><li>2. Do the students act as the lurker in blogs? </li></ul></ul><ul><ul><li>3. Do the blog builders and blog readers build up the inherent environment for learning or knowledge building? </li></ul></ul>
  8. 8. Research Method (1) <ul><li>57 questionnaires were collected from Hong Kong students only. </li></ul><ul><li>Our target groups were Form 6, 7 and post-secondary students, </li></ul><ul><ul><li>They were randomly invited to fill the questionnaires. </li></ul></ul>
  9. 9. Research Method (1) <ul><li>21 questions were set in the questionnaire </li></ul><ul><li>Questions were divided into 5 categories: </li></ul><ul><li>(a) General information, </li></ul><ul><li>(b) Write the weblog, </li></ul><ul><li>(c) Read the weblog, </li></ul><ul><li>(d) Weblog using by teachers, and </li></ul><ul><li>(e) Knowledge building using weblog. </li></ul>
  10. 10. Tools Used For Analysis <ul><li>Data was extracted and coded in worksheet of MS Excel </li></ul><ul><li>Then, we performed several statistical methodologies, say frequency distribution, for analysis. </li></ul>
  11. 11. Findings
  12. 12. Hypothesis 1 (1) <ul><li>Summaries the data from questions in part (a), (b), (c) and (d) to obtain the following results </li></ul><ul><li>Apparently, there are 54 students out of 57 students spent at least 1 hour per week to surf the Internet </li></ul><ul><li>Also, only 46 students read and/or write the weblogs </li></ul>
  13. 13. Hypothesis 1 (2) <ul><li>Table A: How long the students read the weblogs per week </li></ul><ul><li>It shows 46 students (80.7%) read the weblogs </li></ul>
  14. 14. Hypothesis 1 (3) <ul><li>Table B: Content of weblogs read by students </li></ul><ul><li>It shows the students use the weblogs to keep the friendships, </li></ul>rather than learning
  15. 15. Hypothesis 1 (4) <ul><li>Table C: How long the students write the weblogs per week </li></ul><ul><li>It shows 46 students (80.7%) write the weblogs </li></ul>
  16. 16. Hypothesis 1 (5) <ul><li>Table D: Content of weblogs written by students </li></ul><ul><li>It also shows the students write the weblogs to keep the friendships, say writing personal diary </li></ul>
  17. 17. Hypothesis 1 (6) <ul><li>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. </li></ul><ul><li>Thus, in Hong Kong, using weblogs by the students for learning is infancy. </li></ul>
  18. 18. Hypothesis 1 (7) <ul><li>Other evidence </li></ul><ul><ul><li>33 students (57.9%) told us that their teachers had their own weblogs for sharing and discussing among the teachers and students. </li></ul></ul><ul><ul><li>For these 33 students, there was only 1 student (4.2%) frequently visiting the teacher weblog. </li></ul></ul>
  19. 19. Hypothesis 1 (8) <ul><li>Other evidence </li></ul><ul><li>Table E: Comment on teachers’ weblogs </li></ul><ul><li>It shows that few students found the teachers’ weblog helpful </li></ul>
  20. 20. Hypothesis 1 (9) <ul><li>Other evidence </li></ul><ul><ul><li>It also provided the preliminary evidence </li></ul></ul><ul><ul><ul><li>the school couldn’t create the supporting environment for the students that fostered using the weblog for learning. </li></ul></ul></ul><ul><ul><li>Fortunately, there were 34 students (59.6%) to be willing to use the weblog for learning in the future. </li></ul></ul><ul><ul><li>Thus, in Hong Kong, using weblogs by the students for learning was proved to be infancy. </li></ul></ul>
  21. 21. Hypothesis 2 (1) <ul><li>Definition of lurker </li></ul><ul><ul><li>Lurker usually reads the weblogs, but do not give any comment on weblogs. </li></ul></ul>
  22. 22. Hypothesis 2 (2) <ul><li>Table F: Give comments on the weblogs </li></ul><ul><li>It shows many students (69.6%) always give comments on the weblog </li></ul>
  23. 23. Hypothesis 2 (3) <ul><li>Table G: Response to comments on the weblogs </li></ul><ul><li>It also shows many students (73.9%) always response to comments given by the reader on the weblog </li></ul>
  24. 24. Hypothesis 2 (4) <ul><li>Conclusively, we observed that the students were relatively active on writing the comments or response to the comments </li></ul><ul><li>Hence, it was apparent that Hong Kong students were not the lurkers in the Internet </li></ul>
  25. 25. Hypothesis 3 (1) <ul><li>Learning required more sharing, discussing and reflection among the students and teachers </li></ul><ul><li>Weblogs usually provided the inherent facilities to meet such requirements. </li></ul>
  26. 26. Hypothesis 3 (2) <ul><li>Table H: Status of students while using weblog </li></ul><ul><li>It also shows there are 42 students (73.7%) to be going to both read and write weblogs </li></ul>Read Weblog
  27. 27. Hypothesis 3 (3) <ul><li>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. </li></ul>
  28. 28. Hypothesis 3 (4) <ul><li>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. </li></ul><ul><li>This created the foundational atmosphere for the weblog owners and weblog readers to construct the learning. </li></ul>
  29. 29. Discussion 1 <ul><li>At present phase the blog is proactively read and written by them in finding curiosities, sharing ideas and keeping contact with each other. </li></ul>
  30. 30. Discussion 2 <ul><li>Unexpectedly, the findings demonstrate that Hong Kong students are not lurkers (Wikipedia) at all and in fact actively give feedback to bloggers. </li></ul>
  31. 31. Discussion 3 <ul><li>As shown in the findings, the interaction through blog between teachers and students is not as much as it is among students. </li></ul><ul><ul><li>Cause teachers’ blogs seem not as attractive as peers’. </li></ul></ul>
  32. 32. Limitations of the study <ul><li>This small scale study was conducted within two weeks. </li></ul><ul><li>Limited sampling from two schools due to the pressing time might affect to some extent its validity and reliability. </li></ul>
  33. 33. Conclusion <ul><li>Some students use the blogs for learning. </li></ul><ul><li>Reading and writing blogs becomes a habit in daily life. </li></ul><ul><li>Different from years ago, students are by no means the lurker. They are proactively involved in writing and commenting on blogs that interest them. </li></ul><ul><li>Blog writers and blog readers(students) build up the inherent environment for learning or knowledge building. </li></ul>
  34. 34. Reference <ul><li>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 </li></ul><ul><li>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 . </li></ul><ul><li>Wikipedia. Lurker. Retrieved 28 Oct, 2007, from http:// en.wikipedia.org/wiki/Lurker </li></ul>

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