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dc.contributor.authorWalker, Jilleng
dc.date.accessioned2006-08-25T07:35:23Z
dc.date.available2006-08-25T07:35:23Z
dc.date.issued2005-06-01eng
dc.identifier.citationOn The Horizon 2005 13(2): 112-118
dc.identifier.issn1074-8121eng
dc.identifier.urihttp://hdl.handle.net/1956/1841
dc.description.abstractPurpose – Seeks to exemplify and discuss how students’ use of weblogs can prepare them for a networked world where writing has consequences outside grades. Design/methodology/approach – Experiences using weblogs with university students are critically discussed with reference to related theoretical and practice-based work. Findings – While many students were wary at first, the experience of writing in public provided an important learning opportunity, and many of the most skeptical became enthusiastic and proficient webloggers during the course of the semester. Research limitations/implications – The empirical data are from a single course and therefore limited. Practical implications – Students should practice writing in public and on the network, yet ethical issues must be considered. Originality/value – An increasing number of teachers and professors are using weblogs with students. In addition to a critical discussion of the ethics and pedagogical value of weblogging, this paper gives educators specific advice on how to encourage students to use their weblogs actively and productively.en
dc.format.extent166051 byteseng
dc.format.mimetypeapplication/pdfeng
dc.language.isoengeng
dc.publisherEmerald Group Publishing Limitedeng
dc.subjectCreative writingeng
dc.subjectWeblogseng
dc.subjectLearningeng
dc.subjectBlogseng
dc.subjectPedagogyeng
dc.titleWeblogs: Learning in Publiceng
dc.typeJournal articleeng
bibo.doihttp://dx.doi.org/10.1108/10748120510608142eng
dc.identifier.doihttp://dx.doi.org/10.1108/10748120510608142


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