Abstract
This article reports on the use of blogs in an online course over multiple semesters and analyzes the participation and meaning making between course participants. The authors used a combination of social network analyses and discourse analysis to show the patterns of participation and the types of meaning making over two iterations of the course. The authors identified that patterns of participation were consistent with the course design and that blogs offer a viable medium to engage students authentically in Web 2.0 practices and to support meaning making and collaborative learning. Based on the data, recommendations are made for integrating social media in formal course designs.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 2-13 |
| Number of pages | 12 |
| Journal | American Journal of Distance Education |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2016 |
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All Science Journal Classification (ASJC) codes
- Education
- Computer Science Applications
Cite this
}
Examining Patterns of Participation and Meaning Making in Student Blogs : A Case Study in Higher Education. / Sharma, Priya; Tietjen, Philip.
In: American Journal of Distance Education, Vol. 30, No. 1, 02.01.2016, p. 2-13.Research output: Contribution to journal › Article
TY - JOUR
T1 - Examining Patterns of Participation and Meaning Making in Student Blogs
T2 - A Case Study in Higher Education
AU - Sharma, Priya
AU - Tietjen, Philip
PY - 2016/1/2
Y1 - 2016/1/2
N2 - This article reports on the use of blogs in an online course over multiple semesters and analyzes the participation and meaning making between course participants. The authors used a combination of social network analyses and discourse analysis to show the patterns of participation and the types of meaning making over two iterations of the course. The authors identified that patterns of participation were consistent with the course design and that blogs offer a viable medium to engage students authentically in Web 2.0 practices and to support meaning making and collaborative learning. Based on the data, recommendations are made for integrating social media in formal course designs.
AB - This article reports on the use of blogs in an online course over multiple semesters and analyzes the participation and meaning making between course participants. The authors used a combination of social network analyses and discourse analysis to show the patterns of participation and the types of meaning making over two iterations of the course. The authors identified that patterns of participation were consistent with the course design and that blogs offer a viable medium to engage students authentically in Web 2.0 practices and to support meaning making and collaborative learning. Based on the data, recommendations are made for integrating social media in formal course designs.
UR - http://www.scopus.com/inward/record.url?scp=84958720592&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84958720592&partnerID=8YFLogxK
U2 - 10.1080/08923647.2016.1119605
DO - 10.1080/08923647.2016.1119605
M3 - Article
AN - SCOPUS:84958720592
VL - 30
SP - 2
EP - 13
JO - American Journal of Distance Education
JF - American Journal of Distance Education
SN - 0892-3647
IS - 1
ER -