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Weblogs: Learning in Public

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dc.contributor.author Walker, Jill
dc.date.accessioned 2006-08-25T07:35:23Z
dc.date.available 2006-08-25T07:35:23Z
dc.date.issued 2005-06-01
dc.identifier.citation On The Horizon 2005 13(2): 112-118
dc.identifier.issn 1074-8121
dc.identifier.uri http://dx.doi.org/10.1108/10748120510608142
dc.identifier.uri http://hdl.handle.net/1956/1841
dc.description.abstract Purpose – 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.extent 166051 bytes
dc.format.mimetype application/pdf
dc.language.iso eng en
dc.publisher Emerald Group Publishing Limited en
dc.subject Creative writing en
dc.subject Weblogs en
dc.subject Learning en
dc.subject Blogs en
dc.subject Pedagogy en
dc.title Weblogs: Learning in Public en
dc.type Journal article en
dc.type Peer reviewed


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