Computers and the collaborative experience of learning
Computers and the collaborative experience of learning
Collaborative Technology in the Classroom: A Review of the GSS Research and a Research Framework
Information Technology and Management
Analyzing collaborative knowledge construction: multiple methods for integrated understanding
Computers & Education - Documenting collaborative interactions: Issues and approaches
Discovering Statistics Using SPSS
Discovering Statistics Using SPSS
Weblog success: Exploring the role of technology
International Journal of Human-Computer Studies - Human-computer interaction research in the managemant information systems discipline
The phenomenon of blogs and theoretical model of blog use in educational contexts
Computers & Education
Using blogging to enhance the initiation of students into academic research
Computers & Education
Information sharing behaviour on blogs in Taiwan: Effects of interactivities and gender differences
Journal of Information Science
Using online shared workspaces to support group collaborative learning
Computers & Education
Towards a framework for educational affordances of blogs
Computers & Education
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Blogging has been recommended as a suitable tool for learning during internship due to its associated usefulness in collaborative learning, reflection, communication, and social support. In this study, blogging was incorporated into the internship activities of two discipline-specific groups of interns: information management (n = 53) and nursing (n = 28). In examining the behavior, perceptions and processes of blogging among interns from the two disciplines, a mixed-methods design was used to obtain quantitative and qualitative data through structured interviews and blogging entries. Results revealed that the interns engaged regularly in the writing and reading of their own blogs, and commented on others' blog-writing. The interns perceived blogs to be useful during internship in providing an avenue for knowledge construction, problem solving, reflection, and communicating their emotions. Positive perceptions were not influenced by discipline background, frequency of use, or blogging platform. Qualitative analyses of blog contents indicated that the students engaged in cognitive, metacognitive-reflective, affective, and social-collaborative learning processes in blogging. Higher engagement was found in cognitive and metacognitive processes. Responses to open-ended probes suggest that pedagogical factors (e.g., grading system, supervision) may also have influenced students' blogging behaviors and perceptions. Overall, this study offers evidence to support the use of blogging during internship as computer-based support for learning.