Pros
Weblogs offer an opportunity for casual conversation with deep level thinking. "Students can define their positions in the context of others' writings as well as outline their own perspectives on particular issues (Oravec, 2002, p. 618). Although face-to-face classes offer immediate connection, internet associations of blogging allow for thought out responses and conversations. "Weblogs are thus well suited for distance learning and other educational settings in which individuals pursue independent research yet coalesce into a learning community for certain purposes (Oravec, 2002, p. 617). Knowledge is collaboratively built and allows students to be "engaged in a form of social co-participation in a community of learners" (Carter, 2011, p. 92).
"Blogs offer an innovative way for students to engage in reflective writing on classroom topics in a familiar medium (Santos, 2011, p. 18). As adult learners read blog posts which inspire response, they have opportunity not only to question the poster, but also to question or deepen their beliefs and concerns. "A blog is a tool for socially mediated learning as much as it is reflective practice" (Carter, 2011, p. 99).
The blogging platform uses hyperlinks which offer immediate reference. Adult learning communities rely on viable resources to support opinions and hypothesis. The blog reader can "connect to other Web sites by hyperlinks, resulting in an interactive publishing space linking resources as well as authors to permit easy sharing of information" (Carter, 2011, p. 90). This immediate sharing also allows the adult learner to delve deeper into the understanding and questioning of influential voices of the blog.
Cons
Educational blogs may take a while to regulate community engagement properly. In the Talkback Project, developed by Witte and colleague, a study was conducted on blog conversations about novel reading requirements between preservice teachers and middle school students (2007). Witte "quickly learned the importance of clarifying expectations for both students and preservice teachers" was needed (2007, p. 93). She went on to say that the preservice teachers "tended to use the blog spaces as a live Internet chat space and to post things that were not alt all related to the discussion" (Witte, 2007, p. 93). While the students "had problems accepting the preservice teachers as collaborators" and "felt as though they were being 'talked down to' at times" (Witte, 2007, p. 93). Using blog postings for academic communities means that the teacher is not always in control of the path that evolves. This is a risk that needs expert guidance by the teacher, and anticipatory preparations for conversations that stray from the guided path.
There is a lack of privacy on internet meanderings. This became a problem in the previous referred to study (Witte, 2007). One of the middle school students referred to the neighborhood in which they lived. Although the middle school students wrote under pseudonyms, the teacher, leaders, and professor of the preservice learners first tended to the situation by closing the blog; later opened the blog again with more commitments to privacy. This was a collaborative learning moment in which even the leaders and professors grew. Teachers of adult learners may responsibly bring attention to this concern. Such as Kang's warning, "Remember, your blog will be outside of password-protected K-State Online system and everyone who has Internet access can visit your blog(s). Sp, DON'T post any information you don't want to share with the public on your blog." (Kansas State University, Week 3 Announcement, para. 3). In addition, the internet evolves around commercial financial support, therefore a lack of privacy exits when entities solicit the blogger's attention (Oravec, 2002, p. 618).
Concluding thoughts
Internet connections are the expected norm of 21st century learning. If properly tended to, blogging communities are reasonable mediums to establish for adult learning, and meaningful, purposeful engagement will transpire. However, it is imperative that the instructor be clear on blogging expectations and cautious with privacy concerns.
References
Carter, T. J. (2011). The professor's guide to taming technology innovative perspectives of higher education: Research, theory and practice [Kindle version]. King, K. P. & Cox, T. D. (Eds). Information Age Publishing. Retrieved from Amazon.
Kansas State University. (2019). EDACE 765 Adult learners and integrating technology into curriculum Spring 2019 syllabus. Available from Kansas State University Canvas website: https://k-state.instructure.com/courses/73658/discussion_topics/476724.
Oravec, J. A. (2002). Bookmarking the world: Weblog applications in education. Journal of Adolescent & Adult Literacy, 45(7), 616-621.
Santos, A. (2011). Blogs as a learning space: Creating text of talks. Contemporary Issues in Education Research, 4(6), 15-19.
Witte, S. (2007). That's online writing, not boring school writing: Writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2), 92-96.
"Casual conversation with deep-level thinking." That's an interesting turn of phrase that is sparking some reaction within me. I'm not quite certain what that reaction is, yet, but it's caught my attention.
ReplyDeleteLike you, my attention was caught by the Witte case study--specifically, that blogging as an activity requires "expert guidance" from a facilitator. It brings to mind a couple of questions...first, if adult learners are self-directed, does it really matter that much if their blogs go off-topic since they are controlling their own learning? Second, as an expert in developing teachers, how do you see the education field moving toward helping those preservice teachers gain those skills, and what would you include as needed skills?
Best
--Les
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ReplyDeleteHello,
ReplyDeleteI really liked the line you incorporated that said "Blogs offer an innovative way for students to engage in reflective writing on classroom topics in a familiar medium." I stressed this point in my blog post. I think blogs are a friendly place that most adult learners are probably familiar with. They are more likely to feel comfortable hosting classroom discussion on a platform they are familiar with.
I also liked how you talked about the educator being a facilitator and creating some ground rules. It's important for the students to not feel lost, and to have some tips on how to construct their blog pages. I haven't seen the Witte case study yet, but I am going to check it out. I could definitely see blogs creating an awkward problem in the younger educational system. It seems some young people don't know what's appropriate to post online and what isn't acceptable. Some guidelines from the instructor would be very important before the classroom blogging begins.
Thanks!
Cassie
Thank you Cassie. You mentioned guidelines from the instructor would be important for blogging. In creating these protocols for the adult learning community, I think it would generate ownership and commitment if they were collaboratively created.
DeleteI noticed (and grinned) that in your post, I had highlighted and focused on many similar quotes during the course reading. the resonated with me as well. Witte (2007) struck me as realistic and reflective of how using blogging in the classroom would look. As educators, we have to be able to trust our learners to stay on topic and deepen the conversation through comments. Providing a great model for the learners to follow would go a long way to supporting their success.
ReplyDeleteGreat minds...
ReplyDeleteIn my original post, I discussed blogging and discussions, but upon reading and conversing in other blogs, I would like to further my thoughts on discussion boards. Blogs are public, which can make connecting networking easier. Discussion boards are private. Although I find this privacy comforting, professional opportunities may be missed.
ReplyDelete