University of Hertfordshire

From the same journal

From the same journal


  • 906791

    Final published version, 610 KB, PDF document

  • Leonor Silva De Mattos
View graph of relations
Original languageEnglish
Pages (from-to)23-38
JournalBlended Learning in Practice
Publication statusPublished - Mar 2014


This article analyses and assesses the inclusion of blogs in higher education learning and teaching, and its use as an enabler for reflective learning, particularly in the context of group work.
The research reports on findings from existing literature and from an isolated ob-servation of a class of 130 business students at undergraduate level. Two main areas for discussion have been defined: the impact of blogs on group work and the impact of blogs on student engagement. It has been found that the use of blogs in teaching and assessment deepens students’ individual learning experience and increases group performance through the application of Kolb’s Learning Cycle. Kolb’s theory has been used as guidance in tailoring blog tasks and activities.
Overall, blog activities have minimised issues between group members and allowed for a more flexible and positive learning experience throughout the duration of group work; it was also found that students engaged in blog writing were able to motivate their peers to write on their own blogs too. Moreover, a relation between blog writing and better overall achievement in learning has been found.

ID: 2945081