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Article: Using blogs to support learning during internship

TitleUsing blogs to support learning during internship
Authors
KeywordsBlogs
Collaborative learning
Professional learning
Teaching/learning strategies
Issue Date2012
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers And Education, 2012, v. 58 n. 3, p. 989-1000 How to Cite?
AbstractBlogging 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. © 2011 Published by Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/159996
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID
Funding AgencyGrant Number
University of Hong Kong
Strategic Research Theme on the Sciences of Learning
Funding Information:

This study was supported by grants from the University of Hong Kong - "Teaching Development Grant" and the "Strategic Research Theme on the Sciences of Learning".

References

 

DC FieldValueLanguage
dc.contributor.authorChu, SKWen_HK
dc.contributor.authorChan, CKKen_HK
dc.contributor.authorTiwari, AFYen_HK
dc.date.accessioned2012-08-16T06:00:17Z-
dc.date.available2012-08-16T06:00:17Z-
dc.date.issued2012en_HK
dc.identifier.citationComputers And Education, 2012, v. 58 n. 3, p. 989-1000en_HK
dc.identifier.issn0360-1315en_HK
dc.identifier.urihttp://hdl.handle.net/10722/159996-
dc.description.abstractBlogging 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. © 2011 Published by Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compeduen_HK
dc.relation.ispartofComputers and Educationen_HK
dc.subjectBlogsen_HK
dc.subjectCollaborative learningen_HK
dc.subjectProfessional learningen_HK
dc.subjectTeaching/learning strategiesen_HK
dc.titleUsing blogs to support learning during internshipen_HK
dc.typeArticleen_HK
dc.identifier.emailChu, SKW: samchu@hku.hken_HK
dc.identifier.emailChan, CKK: ckkchan@hku.hken_HK
dc.identifier.emailTiwari, AFY: tiwari@hku.hken_HK
dc.identifier.authorityChu, SKW=rp00897en_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.identifier.authorityTiwari, AFY=rp00441en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.compedu.2011.08.027en_HK
dc.identifier.scopuseid_2-s2.0-84855190254en_HK
dc.identifier.hkuros203786en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84855190254&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume58en_HK
dc.identifier.issue3en_HK
dc.identifier.spage989en_HK
dc.identifier.epage1000en_HK
dc.identifier.isiWOS:000299714400012-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridChu, SKW=9943688000en_HK
dc.identifier.scopusauthoridChan, CKK=27170802100en_HK
dc.identifier.scopusauthoridTiwari, AFY=7101772273en_HK

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