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The influence of blogging, a social computing activity, on the conceptual development and epistemological beliefs of students in and outside of university environments.
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, , , Concordia University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

Students are using social computing tools like blogging, with their friends and in public spaces on the Internet. The processes, discourses, and truth claims experienced by using the tools are part of their overall learning experience and shape their practice in school, their conceptual development, and their epistemological beliefs. When people blog, they create diary-like hypertexts discussing and cross-referencing their entries with similar topics on the web. This project explored the processes of theory/model building, the discourse structures, and truth claims students experience in their social computing experience. Research shows that students experience their blogging qualitatively differently than discussions at school and that emotionally close concepts are less likely to change over time.

Citation

Strobel, J., Araki, M. & Patlik, L. (2007). The influence of blogging, a social computing activity, on the conceptual development and epistemological beliefs of students in and outside of university environments. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6564-6571). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 8, 2024 from .

© 2007 Association for the Advancement of Computing in Education (AACE)

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