Weblog success: Exploring the role of technology
International Journal of Human-Computer Studies - Human-computer interaction research in the managemant information systems discipline
GameLog: fostering reflective gameplaying for learning
Proceedings of the 2007 ACM SIGGRAPH symposium on Video games
Interoperability building of distance learning systems within the iCamp project
DIWED'06 Proceedings of the 6th WSEAS International Conference on Distance Learning and Web Engineering
Establishing a mobile blog system in a distance education environment
International Journal of Mobile Learning and Organisation
Blogging in higher education programming lectures: an empirical study
Proceedings of the 12th international conference on Entertainment and media in the ubiquitous era
Comparing of feedback-collection and think-aloud methods in program comprehension studies
Behaviour & Information Technology
ICCOM'08 Proceedings of the 12th WSEAS international conference on Communications
Ludoliteracy: defining understanding and supporting games education
Ludoliteracy: defining understanding and supporting games education
The impact of anonymity on weblog credibility
International Journal of Human-Computer Studies
USAB'10 Proceedings of the 6th international conference on HCI in work and learning, life and leisure: workgroup human-computer interaction and usability engineering
Promoting reflective learning: the role of blogs in the classroom
OCSC'11 Proceedings of the 4th international conference on Online communities and social computing
Monitoring student progress through their written "point of originality"
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
Hi-index | 0.00 |
The study investigates the impact of weblog use on individual learning in a university environment. Weblogs are a relatively new knowledge sharing technology, which enables people to record their thoughts in diary form and publish those diaries as web pages, without programming or HTML coding. The research sought to empirically determine whether the keeping of on-going (web based) learning logs throughout a semester would result in better overall student performance. This was hypothesized, because web based learning logs appear to promote constructivist learning, provide reinforcement, and increase accountability (non-anonymous idea sharing). Results from an information systems undergraduate course with 31 students indicate that weblog performance is a significant predictor for learning outcome, while traditional coursework is not. Weblogs appear to have highest predictive power for high and low performing students, but much less predictive value for medium performers. Results also suggest that there is a learning effect for weblog authoring.