Wednesday, April 05, 2006

A test of whether blogs improve learning

The teaching discussion at HighEdBlogCon continues today.

There is little empirical data about the effectiveness of blogging. Nicole Ellison reports on some research that she conducted regarding the use of blogs versus traditional writing assignments.

Roughly her findings indicate that students may actually spend less time writing when they use blogs when compared with paper assignments. Likewise, she also found that their comprehension of the material was also lower.

She notes there may be many reasons for this including the possibility that students were too new to blogging and might have been spending more time learning the technology than doing the assignment. Students also reported not being surre what "voice" to use in blogging.

Ellison notes that teachers need to be skepical about claims about the value of tech tools in learning.

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