More Research on Why Blogs and Wikis are Effective for the Classroom

  by  Ross Mayfield 

I have previously blogged about using blogs and wikis in the classroom (see previous posts on wikis and blogs ) but in this post I want to share a bit more about the pedagogy behind their use in the classroom.

In a time where teachers may be questioning their own technological skill it is important to remember that not only are today’s student ‘tech-savvy’ but and already proficient with social networking and interacting online “so most students not only understand how to use Web 2.0 teaching tools, they thrive in the environment when Web communication solutions are integrated in the classroom”  (Driscoll, 2007, p.10).  So in case you haven't tried using blogs in your classroom yet, here is yet more compelling research to encourage you to give blogs a try.

 

Moundridou and Goulioti’s (2010) study found that 73% of students  “felt that the blog helped then understand the corresponding topics of the lesson" and “nearly 2/3 of the students stated that the blogging activities made them feel closer to their classmates through supporting each other in learning” (p. 6).  The instructors in their study found that “the blog managed to gain students’ attention and interest and motivated them to work on the activities, ask questions and participate in both online and in-class discussions” (p. 7).  

Moundridouand Goulioti (2010) site the following benefits of using blogs: They can be used as a student portfolio and a collaboration tool.  They allow students to reflect on their thoughts before they publish their work.  Blogging can connect students with an unlimited amount of expertise that would not otherwise be available (the teacher can invite experts to comment on students blogs), and “the interactive nature of blogging motivates students to write and communicate” (pg. 3).  They commented that due to a number of factors such as time and curriculum that not all students get to comment in class and they may feel as though they have to compete to participate, where as a blog gives them the time and space to have their voice heard (pg. 3).

“Given that many online students miss the face-to-face contact realized in a traditional classroom, blogging offers particularly opportunities for learner-centered feedback and dialogue” and further to that “the opportunities for each student to post substantive comments to other students’ blog entries add an additional tier of interactivity and social interaction” (Glogoff, pg.1-2, 2005).

A good rule of thumb when using student blogs in the online classroom is to make sure that the students blogs receive feedback. Glogoff (2005)reported that students will have a tendency to quickly abandon their blogs.  He offered guidelines and suggestions for students in the line of requiring students to make three comments on others blogs each week to ensure participation and validation of students’ work (pg. 3).  

In a search for effective web tools to use in the online classroom wikis show up as relatively easy free tool that allows users to readily upload and share resources and information.  Many learning management systems have been “criticized for being too static and do not take into account the diverse learning needs of the students” (Laughton, 2011).  

Laughton (2011) found that wikis have a slight edge over traditional learning management systems (LMS) due to the fact that they “strongly encourage interaction and communication amongst the learners” compounded by the fact that no cost or license is needed to use the software and that they are flexible and easy to use.  This source does however site the shortfall of wikis in that they do not have extensive administrative tools.  Hazari, North, and Moreland, (pg. 189, n.d.) also note that grading of assignments on a wiki can be a challenge.  This is one reason that for the Visual Art 20 online course that I created I use both a wiki and the LMS Moodle to deliver the course as it allows the discussions and grading of assignments to occur in a closed private space.

Wikis also allow students to co-construct knowledge and publish their knowledge in a public domain for others to view and learn from.  Caverly and Ward (2008) site this opportunity as a “powerful teachable moment” (pg. 36) Students and instructors can, with ease, contribute to discussion boards, collaborate, and track progress and contribution (Hazari, North, and Moreland, pg 189).  

 Good teaching develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning.  Some of these principles can be used when developing Wiki-based instruction.  Technology has initiated an overall shift in pedagogical emphasis from teaching to learning (Hazari, North, and Moreland,pg 190). 

For a closer look at how wikis and blogs are being used in the classroom click on any of the links listed below:

• Visual Art 20 Wiki- Chinook Cyber School
• Mr. Soskil's Class Wiki
• Mrs. Poulin's Blog
• Mrs. Lynch's Classroom Blog

Other Resources not linked above:

Driscoll, K. (2007), “Collaboration In Today’s Classroom: New Web Tools Change

 The Game” Multimedia & Internet @ Schools, Vol. 14, No. 3, p.9-12

 

Laughton, P. (2011). The use of wikis as alternatives to learning content

management systems. The Electronic Library, 29(2), 225-225-235. doi:10.1108/