Social software as support in hybrid learning environments: The value of the blog as a tool for reflective learning and peer support

@article{citeulike:1404240, abstract = {This article reports on an investigation of blog technology's potential for encouraging interaction between students, and its consequences in terms of peer learning and peer support, on a module of an accredited library and information science (LIS) degree program. The findings consider the treatment of blogs in the domain of LIS with particular reference to educational settings. Content analysis revealed that blogs offer comparable and additional benefits to other projects designed to encourage reflective engagement with teaching material, such as learning journals. Most notable is the level of shared peer support evident in the online discussions between class members. The findings of this study are of particular interest to LIS educators who seek to develop their consideration of blogs in the classroom; blogs may be seen as learning tools in their own right and not simply an option for providing information online.}, author = {Hall, Hazel and Davison, Brian }, citeulike-article-id = {1404240}, journal = {Library \& Information Science Research}, keywords = {blog, ot-web}, month = {June}, number = {2}, pages = {163--187}, posted-at = {2008-06-24 14:28:04}, priority = {2}, title = {Social software as support in hybrid learning environments: The value of the blog as a tool for reflective learning and peer support}, url = {http://www.sciencedirect.com/science/article/B6W5R-4P190F0-3/2/ce6748d6ae51479921bae9c12775147c}, volume = {29}, year = {2007} }

TY - JOUR ID - citeulike:1404240 L3 - citeulike-article-id:1404240 TI - Social software as support in hybrid learning environments: The value of the blog as a tool for reflective learning and peer support JF - Library & Information Science Research VL - 29 IS - 2 SP - 163 EP - 187 N2 - This article reports on an investigation of blog technology's potential for encouraging interaction between students, and its consequences in terms of peer learning and peer support, on a module of an accredited library and information science (LIS) degree program. The findings consider the treatment of blogs in the domain of LIS with particular reference to educational settings. Content analysis revealed that blogs offer comparable and additional benefits to other projects designed to encourage reflective engagement with teaching material, such as learning journals. Most notable is the level of shared peer support evident in the online discussions between class members. The findings of this study are of particular interest to LIS educators who seek to develop their consideration of blogs in the classroom; blogs may be seen as learning tools in their own right and not simply an option for providing information online. KW - blog KW - ot-web AU - Hall, Hazel AU - Davison, Brian PY - 2007/06// UR - http://www.sciencedirect.com/science/article/B6W5R-4P190F0-3/2/ce6748d6ae51479921bae9c12775147c ER -