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Reconsidering usage of blogging in preservice teacher education courses
ARTICLE

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Internet and Higher Education Volume 13, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to examine preservice teachers' perceived benefits of instructional blogs, classroom community, course satisfaction, and learning. The data were obtained via surveys administered throughout Fall 2009. Fifty preservice teachers from two undergraduate courses participated in this study. Results indicate that students did not utilize the full benefits of blogging. Students mainly used blogs for information sharing, rather than discussion or reflection. Additionally, preservice teachers' course satisfaction and perceived learning were found to be related to their feeling a sense of learning community.

Citation

Top, E., Yukselturk, E. & Inan, F.A. (2010). Reconsidering usage of blogging in preservice teacher education courses. Internet and Higher Education, 13(4), 214-217. Elsevier Ltd. Retrieved December 7, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2010.05.003

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