This study employed a mixed method approach to investigate the relationships between learners' blogging self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. Learners' perspectives of group learning experiences in blog-enhanced settings were examined. Participants were minority adult students enrolled in two courses offered at a university in the southern United States. Results indicated that (a) sense of community and perceived collaborative learning significantly contributed to perceived learning through blogging; (b) blogging self-efficacy was not a good predictor of perceived learning but was related to prior experiences of using blogs; (c) most students displayed positive attitudes toward the use of blogs and group learning experiences that involved collaborative process as well as the development of knowledge and skills; and (d) individual dispositions had a potential influence on collaboration. This study adds to the limited research on the use of blogging and collaborative work among minority students in continuing education. Results are discussed in light of the literature and suggestions for future research are provided.
|Original language||English (US)|
|Number of pages||14|
|Journal||Educational Technology and Society|
|State||Published - Jan 1 2017|
All Science Journal Classification (ASJC) codes
- Sociology and Political Science