University of Hertfordshire

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From the same journal

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Blogs in Higher Education : encouraging self-reflective learning in group assessments for Business Students. / Silva De Mattos, Leonor.

In: Blended Learning in Practice, No. Spring, 03.2014, p. 23-38.

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Bibtex

@article{2bc51218a16946ebac4f1f61bd619fd6,
title = "Blogs in Higher Education: encouraging self-reflective learning in group assessments for Business Students",
abstract = "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{\textquoteright} individual learning experience and increases group performance through the application of Kolb{\textquoteright}s Learning Cycle. Kolb{\textquoteright}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.",
author = "{Silva De Mattos}, Leonor",
year = "2014",
month = mar,
language = "English",
pages = "23--38",
journal = "Blended Learning in Practice",
issn = "2041-1758",
number = "Spring",

}

RIS

TY - JOUR

T1 - Blogs in Higher Education

T2 - encouraging self-reflective learning in group assessments for Business Students

AU - Silva De Mattos, Leonor

PY - 2014/3

Y1 - 2014/3

N2 - 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.

AB - 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.

M3 - Article

SP - 23

EP - 38

JO - Blended Learning in Practice

JF - Blended Learning in Practice

SN - 2041-1758

IS - Spring

ER -