Blogging fostered positive student engagement and interest in learning activities across most studies, though experimental evidence was mixed¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Non-experimental self-report studies concluded students had positive feelings toward blogs and higher interest in learning activities. → Carlos R. del Blanco 2018 q2 i? Of four experimental engagement studies, three found positive perceptions but Hsu & Wang found blogs did not improve learning motivation. → Carlos R. del Blanco 2018 (2)

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 · r2

Review synthesis of the engagement category: 11 of 16 studies relied exclusively on self-reported data and only four of 16 used experimental designs. The review reports these studies "concluded that students had positive feelings towards the use of blogs and a higher interest in learning activities".

"The studies that were based on self-reported data and lacked control group concluded that students had positive feelings towards the use of blogs and a higher interest in learning activities."

Carlos R. del Blanco 2018 (2)¶

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 synthesis of the four experimental engagement studies. Three (Yang & Chang, Papastergiou et al., Chhabra & Sharma) found positive perceptions, but the review states Hsu & Wang "showed that the use of blogs did not improve the students’ learning motivation".

"However, the study conducted by Hsu & Wang (2011) showed that the use of blogs did not improve the students’ learning motivation."

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 — related
• Blogging improved academic performance in problem-based learning in one experimental study — related
• Blogging did not improve student performance on tests and examinations once student ability was controlled in one experimental study — related
• Web 2.0 technologies (wikis and blogs) show a positive, moderate pooled effect on academic performance (E++ = 0.740) across 19 quasi-experimental studies — related
• Blogging was perceived as useful for venting emotions and providing social support between peers in most studies — related
• Experimental studies found no significant increase in students' knowledge from blogging in three separate studies — related