Post-Secondary Students' Purposes For Blogging

Authors

  • Paul Henry Leslie Nova Scotia Community College
  • Elizabeth Murphy Memorial University

DOI:

https://doi.org/10.19173/irrodl.v9i3.560

Keywords:

Blogging, Post-secondary, teaching presence, social presence, knowledge construction

Abstract

The goal of the study was to explore post-secondary students’ purposes for blogging with particular attention to the social and instructional purposes. The sample of blogs came from an all-women’s college in the United Arab Emirates. Content analysis was conducted on eight blogs using previously tested instruments to identify social presence and knowledge construction. Authors of the blogs participated in a focus group discussion about the purposes for blogging. Findings revealed that the primary use of blogging was for social purposes. Self-disclosure was the most notable purpose for blogging, in addition to sharing emotional responses to learning. The lack of teaching presence may have influenced students’ use of blogging for social rather than instructional purposes.

Author Biographies

Paul Henry Leslie, Nova Scotia Community College

Paul Leslie is a Curriculum Consultant for the Adult Learning Program, at Nova Scotia Community College in Halifax, Canada.

Elizabeth Murphy, Memorial University

Elizabeth Murphy is an Associate Professor at Memorial University, Newfoundland, Canada.

Downloads

Published

2008-10-21

How to Cite

Leslie, P. H., & Murphy, E. (2008). Post-Secondary Students’ Purposes For Blogging. The International Review of Research in Open and Distributed Learning, 9(3). https://doi.org/10.19173/irrodl.v9i3.560

Issue

Vol. 9 No. 3 (2008)

Section

Research Articles

License

This work is licensed under a Creative Commons Attribution 4.0 International Licence. The copyright of all content published in IRRODL is retained by the authors.

This copyright agreement and use license ensures, among other things, that an article will be as widely distributed as possible and that the article can be included in any scientific and/or scholarly archive.

You are free to

  • Share — copy and redistribute the material in any medium or format
  • Adapt — remix, transform, and build upon the material for any purpose, even commercially.

The licensor cannot revoke these freedoms as long as you follow the license terms below:

  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.