does the blog change learning life

Does the blog change learning Does the blog change learning lifelife

By Oscar, Riting, Jack, JeffBy Oscar, Riting, Jack, Jeff

IntroductionIntroduction

A A blogblog (a portmanteau of (a portmanteau of web logweb log) ) is a website where entries are written is a website where entries are written in chronological order and commonly in chronological order and commonly displayed in reverse chronological displayed in reverse chronological order. "Blog" can also be used as a order. "Blog" can also be used as a verb, meaning verb, meaning to maintain or add to maintain or add content to a blog.content to a blog. (wiki.) (wiki.)

IntroductionIntroduction

Students in Hong Kong spend lot of Students in Hong Kong spend lot of time in blogging these years.time in blogging these years.

Literature review 1Literature review 1

Blogger.comBlogger.com says: says: "A blog is a personal diary. A daily "A blog is a personal diary. A daily

pulpit. A collaborative space. A pulpit. A collaborative space. A political soapbox. A breaking-news political soapbox. A breaking-news outlet. A collection of links. Your own outlet. A collection of links. Your own private thoughts. Memos to the private thoughts. Memos to the world."world."


Blogs have evolved along similar Blogs have evolved along similar lines to other forms of human lines to other forms of human communication in that they are a communication in that they are a product of convenience rather than product of convenience rather than design. (Jacobs, 2003, p.l)design. (Jacobs, 2003, p.l)


the blog has many dimensions that the blog has many dimensions that are suited to students' 'unique are suited to students' 'unique voices', empowering them, and voices', empowering them, and encouraging them to become more encouraging them to become more critically analytical in their critically analytical in their thinking(Oravec, 2002) thinking(Oravec, 2002)


Collaborative blogCollaborative blog• Is a type of webblog which publishes Is a type of webblog which publishes

posts written by multiple users. posts written by multiple users. • The majority of high profile collaborative The majority of high profile collaborative

blogs are based around a single uniting blogs are based around a single uniting theme, such as politics or technology. theme, such as politics or technology.

The studyThe study

To investigate the effect of blogs on To investigate the effect of blogs on learning style.learning style.

There are three hypotheses There are three hypotheses • 1. Do the students use the blogs for 1. Do the students use the blogs for

learning?learning?• 2. Do the students act as the lurker in 2. Do the students act as the lurker in

blogs?blogs?• 3. Do the blog builders and blog readers 3. Do the blog builders and blog readers

build up the inherent environment for build up the inherent environment for learning or knowledge building? learning or knowledge building?

Research Method (1)Research Method (1)

21 questions were set in the 21 questions were set in the questionnairequestionnaire

Questions were divided into 5 Questions were divided into 5 categories:categories:(a) General information, (a) General information, (b) Write the weblog, (b) Write the weblog, (c) Read the weblog, (c) Read the weblog, (d) Weblog using by teachers, and (d) Weblog using by teachers, and (e) Knowledge building using weblog.(e) Knowledge building using weblog.

Research Method (2)Research Method (2)

57 questionnaires were collected 57 questionnaires were collected from Hong Kong students only. from Hong Kong students only.

Our target groups were Form 6, 7 Our target groups were Form 6, 7 and post-secondary students, and post-secondary students, • They were randomly invited to fill the They were randomly invited to fill the

questionnaires.questionnaires.

Tools Used For AnalysisTools Used For Analysis

Data was extracted and coded in Data was extracted and coded in worksheet of MS Excelworksheet of MS Excel

Then, we performed several Then, we performed several statistical methodologies, say statistical methodologies, say frequency distribution, for analysis.frequency distribution, for analysis.

FindingsFindings

Hypothesis 1 (1)Hypothesis 1 (1)

Summaries the data from questions Summaries the data from questions in part (a), (b), (c) and (d) to obtain in part (a), (b), (c) and (d) to obtain the following resultsthe following results

Apparently, there are 54 students Apparently, there are 54 students out of 57 students spent at least 1 out of 57 students spent at least 1 hour per week to surf the Internethour per week to surf the Internet

Also, only 46 students read and/or Also, only 46 students read and/or write the weblogswrite the weblogs

Hypothesis 1 (2)Hypothesis 1 (2) Table A: How long the students read the Table A: How long the students read the

weblogs per weekweblogs per week

No. ofStudents

Percentage

Not Read Blog 11 19.3%< 1 hours 14 24.6%1 - 4 hours 6 10.5%4 - 7 hours 5 8.8%7 - 10 hours 4 7.0%10 - 13 hours 3 5.3%> 13 hours 14 24.6%

It shows 46 students (80.7%) read the It shows 46 students (80.7%) read the weblogsweblogs


Table B: Content of weblogs read by Table B: Content of weblogs read by studentsstudents

It shows the students use the weblogs to It shows the students use the weblogs to keep the friendships,keep the friendships,

ContentsNo. of

StudentsPercentage

Curiosity 23 50.0%Share of ideas 14 30.4%Share of knowledge 7 15.2%Develop relations with other 20 43.5%Keep contact with existing friends 26 56.5%Find experts to solve the problems 4 8.7%Access the teaching materials 1 2.2%Other 1 2.2%

rather than learningrather than learning

Hypothesis 1 (4)Hypothesis 1 (4) Table C: How long the students write the Table C: How long the students write the

weblogs per weekweblogs per week

It shows 46 students (80.7%) write the It shows 46 students (80.7%) write the weblogsweblogs

No. ofStudents

Percentage

Not Write Blog 11 19.3%< 1 hours 24 42.1%1 - 4 hours 14 24.6%4 - 7 hours 4 7.0%7 - 10 hours 0 0.0%10 - 13 hours 2 3.5%> 13 hours 2 3.5%


Table D: Content of weblogs written by Table D: Content of weblogs written by studentsstudents

It also shows the students write the weblogs It also shows the students write the weblogs to keep the friendships, say writing personal to keep the friendships, say writing personal diarydiary

ContentsNo. of

StudentsPercentage

As a personal diary 37 80.4%Share of ideas 12 26.1%Share of knowledge 5 10.9%Meet new people 7 15.2%As a story book 3 6.5%Keep contact with existing friends 16 34.8%Find expert to solve the problems 2 4.3%Other 0 0.0%


From Table B and Table D, we observe that the From Table B and Table D, we observe that the students really uses weblog for either sharing students really uses weblog for either sharing ideas or sharing knowledge, but their ideas or sharing knowledge, but their percentages were relatively slower.percentages were relatively slower.

Thus, in Hong Kong, using weblogs by the Thus, in Hong Kong, using weblogs by the students for learning is infancy.students for learning is infancy.


Other evidenceOther evidence• 33 students (57.9%) told us that their 33 students (57.9%) told us that their

teachers had their own weblogs for sharing teachers had their own weblogs for sharing and discussing among the teachers and and discussing among the teachers and students.students.

• For these 33 students, there was only 1 For these 33 students, there was only 1 student (4.2%) frequently visiting the teacher student (4.2%) frequently visiting the teacher weblog.weblog.


Other evidenceOther evidence

Comment onteacher blog

No. ofStudents

Percentage

More helpful 0 0.0%Somehow helpful 4 16.7%Sometimes 4 16.7%So-so 11 45.8%Not helpful 5 20.8%

Table E: Comment on teachers’ weblogsTable E: Comment on teachers’ weblogs

• It shows that few students found the teachers’ weblog helpful


Other evidenceOther evidence• It also provided the preliminary evidence It also provided the preliminary evidence

the school couldn’t create the supporting the school couldn’t create the supporting environment for the students that fostered using environment for the students that fostered using the weblog for learning. the weblog for learning.

• Fortunately, there were 34 students (59.6%) Fortunately, there were 34 students (59.6%) to be willing to use the weblog for learning in to be willing to use the weblog for learning in the future.the future.

• Thus, in Hong Kong, using weblogs by the Thus, in Hong Kong, using weblogs by the students for learning was proved to be students for learning was proved to be infancy.infancy.


Definition of lurkerDefinition of lurker• Lurker usually reads the weblogs, but do not Lurker usually reads the weblogs, but do not

give any comment on weblogs.give any comment on weblogs.


Table F: Give comments on the weblogsTable F: Give comments on the weblogs

No. ofStudents

Percentage

Give Comment 32 69.6%Not Give Comment 14 30.4%

• It shows many students (69.6%) always give comments on the weblog


Table G: Response to comments on the weblogsTable G: Response to comments on the weblogs

• It also shows many students (73.9%) always response to comments given by the reader on the weblog

No. ofStudents

Percentage

Respond to Comment 34 73.9%Not Respond to Comment 12 26.1%


Conclusively, we observed that the Conclusively, we observed that the students were relatively active on writing students were relatively active on writing the comments or response to the the comments or response to the commentscomments

Hence, it was apparent that Hong Kong Hence, it was apparent that Hong Kong students were not the lurkers in the students were not the lurkers in the InternetInternet


Learning required more sharing, Learning required more sharing, discussing and reflection among the discussing and reflection among the students and teachersstudents and teachers

Weblogs usually provided the inherent Weblogs usually provided the inherent facilities to meet such requirements.facilities to meet such requirements.


Table H: Status of students while using weblogTable H: Status of students while using weblog

• It also shows there are 42 students (73.7%) to be going to both read and write weblogs

Read

Web

log

Read

Web

log


In our survey, we found that 23 students In our survey, we found that 23 students (79.3%) out of 29 students, which always (79.3%) out of 29 students, which always read weblogs, wrote the comment, then read weblogs, wrote the comment, then the weblog owner gave the responses the weblog owner gave the responses and the student replied on the and the student replied on the responses. responses.


Moreover, there were 23 students Moreover, there were 23 students (71.9%) out of the 32 students, who (71.9%) out of the 32 students, who always wrote comments, to be willing to always wrote comments, to be willing to keep track on the specific weblogs for keep track on the specific weblogs for further discussion. further discussion.

This created the foundational This created the foundational atmosphere for the weblog owners and atmosphere for the weblog owners and weblog readers to construct the learning.weblog readers to construct the learning.

Discussion 1Discussion 1

At present phase the blog is At present phase the blog is proactively read and written by them proactively read and written by them in finding curiosities, sharing ideas in finding curiosities, sharing ideas and keeping contact with each other.and keeping contact with each other.• Materials in blog donMaterials in blog don’’t contain much t contain much

things about studying material. things about studying material. • Chatting would be more attracted than Chatting would be more attracted than

studying.studying.


Unexpectedly, the findings Unexpectedly, the findings demonstrate that Hong Kong demonstrate that Hong Kong students are not lurkers (Wikipedia) students are not lurkers (Wikipedia) at all and in fact actively give at all and in fact actively give feedback to bloggers.feedback to bloggers.• Students in hong kong are active Students in hong kong are active

thinkers. thinkers. • In another way they are more willing to In another way they are more willing to

chat with others in air rather than face chat with others in air rather than face to face communication. to face communication.


As shown in the findings, the As shown in the findings, the interaction through blog between interaction through blog between teachers and students is not as much teachers and students is not as much as it is among students. as it is among students. • Cause teachersCause teachers’’ blogs seem not as blogs seem not as

attractive as peersattractive as peers’’. . • TeacherTeacher’’s ability to use IT might may s ability to use IT might may

more training.more training.• Teachers donTeachers don’’t have enough time. t have enough time.

Limitations of the studyLimitations of the study

This small scale study was conducted This small scale study was conducted within two weeks. within two weeks.

Limited sampling from two schools Limited sampling from two schools due to the pressing time might affect due to the pressing time might affect to some extent its validity and to some extent its validity and reliability. reliability.

ConclusionConclusion

Some students use the blogs for learning. Some students use the blogs for learning. Reading and writing blogs becomes a Reading and writing blogs becomes a

habit in daily life.habit in daily life. Different from years ago, students are by Different from years ago, students are by

no means the lurker. They are proactively no means the lurker. They are proactively involved in writing and commenting on involved in writing and commenting on blogs that interest them.blogs that interest them.

Blog writers and blog readers(students) Blog writers and blog readers(students) build up the inherent environment for build up the inherent environment for learning or knowledge building. learning or knowledge building.

ReferenceReference

Ferdig, R. E., & Trammell, K. D. (2004, ). Content Ferdig, R. E., & Trammell, K. D. (2004, ). Content delivery in the 'Blogosphere'. delivery in the 'Blogosphere'. Technological Horizons in Technological Horizons in Education Journal Retrieved 28 Oct, 2007, from Education Journal Retrieved 28 Oct, 2007, from http://thejournal.com/articles/16626_1http://thejournal.com/articles/16626_1

Oravec, J. (2002). Bookmarking the world: Weblog Oravec, J. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent and applications in education. Journal of Adolescent and Adult Literacy, 45(7), 618. Adult Literacy, 45(7), 618. Right Technology at the Right Right Technology at the Right Time for the Right Task. (2007). Retrieved. from Time for the Right Task. (2007). Retrieved. from http://www.edb.gov.hk/FileManager/EN/Content_6177/emb_http://www.edb.gov.hk/FileManager/EN/Content_6177/emb_eng_e.pdf.eng_e.pdf.

Wikipedia. Lurker. Retrieved 28 Oct, 2007,Wikipedia. Lurker. Retrieved 28 Oct, 2007, from from http://en.wikipedia.org/wiki/Lurkerhttp://en.wikipedia.org/wiki/Lurker