Experimental studies found no significant increase in students' knowledge from blogging in three separate studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three experimental studies (Hungerford-Kresser et al., Papastergiou et al., Hsu & Wang) reported no significant increase in students' knowledge or learning from blogging. → 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 · r2

Review synthesis of experimental-design studies. The review reports "Three studies reported no s ignificant increase in students’ knowledge or leaning", beginning with Hungerford-Kresser et al.'s survey of 120 pre-service teachers with treatment and control groups.

"Three studies reported no s ignificant increase in students’ knowledge or leaning. Hungerford-Kresser et al. (2012) surveyed 120 pre-service teachers to explore the effects of blog ging on fa- cilitating classroom communities of practice in content-area literacy courses."

Discussion¶

Related Claims¶

• Blogging did not improve student performance on tests and examinations once student ability was controlled in one experimental study — related
• Blog-based writing showed higher reflection levels and was substantially shorter than end-of-semester papers in one experimental study — related
• Blogging improved academic performance in problem-based learning in one experimental study — reports the opposite
• 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 fostered positive student engagement and interest in learning activities across most studies, though experimental evidence was mixed — related