Literature Review:
Blogs, short for
"weblogs," are a popular online medium for self-expression in
education at all levels of education from elementary level to post-secondary
(Jacobs, 2008; Sweeny, 2010). Researchers note that student's report they are
motivated to write when empowered with a choice of topics and if the writing is
relevant to their lives and interests (Lenhart,
2008). They further find that students who create their own blog tend to be
productive writers in the classroom, and that carries with them to the outside
world (Lenhart, 2008). With technology-based blended
instruction, there is a blending of new ways of thinking about the teaching of
writing, allowing for the integration of information, communication, and
technology literacy, transcending the old methods of pencil and paper. (Partnership for 21st-century Skills, 2009).
In the classroom, blogs have many
purposes, beyond merely a way to document self-expression. They see it as a
place to publish one's writing or and allow for receiving feedback on writing
and collaboration (Lacina & Block, 2012). In such
a blog forum, students write collaboratively and can serve as mentors as they
draft, revise, and edit their writing as a team in a virtual environment. Blogs
connect the sometimes disparate worlds of the home to school literacy (Lacina & Block, 2012). Several blog sites are focused
specifically on classroom blogging, such as Edublogs.
These sites have been designed to make classroom blogging easy, affordable and
safe for students (Evans, 2016). Utilizing blogging in classroom writing
instruction can engage students and motivate them to participate more fully in
the writing process (Lacina & Block, 2012).
Blogging can also contribute to the
motivation and buy-in of the student and enhance class participation.
Participating in commenting on fellow student's blogs is associated with being
more receptive to peer interaction and academic
achievement and positive motivation to learn from peers (Yang, C. and Chang,
Y.-S., 2011). Blogging can result in the construction of a "common
knowledge" base whereby students of diverse background and life experience
nonetheless can efficiently communicate and therefore increase participation
and confidence in subject matter knowledge when in cooperative reasoning tasks (Alterman, R. and Larusson, J.A.,
2013). While content knowledge is obviously very important, blogs can serve as
a springboard to create an environment that facilitates learning, add clarity,
provide a guideline and more fully engage students (Courts, B. and Tucker, J.,
2012).
Positive effects from blogging are
seen over a wide spectrum having been shown in English Language Learners (ELL)
(Lin, M.H., 2015) and Honors Students (Harlan – Haughey,
S., 2016). Writing and collaboration
skills are increased. However, without
proper scaffolding, support and preparation on the part of the teacher, such
effects can be blunted (Deed, C and Edwards, A, 2011). Harlan-Haughley
(2016) notes that while blogging can increase both student
and teacher satisfaction, many teachers are hesitant to implement unfamiliar
tools and technologies. It is also not sufficient to assume that today's
"digital generation" students are ready and able to participate in
academic-level blogging. Without guidance, particularly in the early stages,
students experience confusion about the purpose and express doubts about the
efficacy of the enterprise as a learning tool (Deed, C and Edwards, A,
2011).
In conclusion, blogs are a popular
blended learning tool for teaching critical thinking, reading, and
collaboration skills. They allow students to respond to issues in an informal
way that enhances motivation, comprehension, and satisfaction. It can help
heterogeneous classrooms create a baseline of shared common knowledge which
facilitates a sense of community. However, it can be intimidating for teachers
to initiate and confused in purpose for students. Teachers pursuing in-class blogging must be
properly prepared, provide adequate scaffolding and guidance for blogging to be
successful.