Blog-based writing showed higher reflection levels and was substantially shorter than end-of-semester papers in one experimental study¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-service teachers who used blogs showed higher levels of reflection than those who wrote papers, and blog writing averaged 1,108 words shorter (a 35.0% reduction) than end-of-semester papers. → Carlos R. del Blanco 2018

Evidence¶

Carlos R. del Blanco 2018¶

Carlos R. del Blanco, Ivan García-Magariño. (2018). The use of blogs in the education field: A qualitative systematic review. https://arxiv.org/abs/1810.05421

q2 · i? · review · r3

Review reports Harland & Wondra's experimental study with 67 pre-service teachers in a curriculum and instruction course, treatment group blogging about classroom observations versus control writing reflective papers. The review states blog users "showed higher levels of reflection in comparison wit h those students who had written papers".

"The study found that the writing of pre-service teachers who had used blogs showed higher levels of reflection in comparison wit h those students who had written papers. In addition, the study did not find any relationship between the depth of reflection and the peer/inst ructor feed- back."

Discussion¶

Related Claims¶

• Blogging activities can foster reflective practices that support student learning, though most supporting studies relied on self-reported data and lacked control groups — a broader claim this one bears on
• Experimental studies found no significant increase in students' knowledge from blogging in three separate studies — related
• Public versus private reflection shows mixed results: private journal paragraphs were more often analytic or integrative overall, but a larger share of public blog paragraphs were integrative big-picture writing — related