knowledge blogs
DESCRIPTION
Our position is that the implementation of knowledge blogging is particularly well suited to introductory programming courses if such blogging demands meta-cognitive activities through continued engagement with the course work. Making use of objective measures in search of a relationship between the use of knowledge blogs and performance outcome, this paper asks the question if students who participated in knowledge blogs performed better in the summative assessment than students who did not blog. Of interest were the relationship between a student’s blogging mark (BM) and exam mark (EM). Using data extracted from the intuitional database for a period of 5 semesters, the authors are encouraged by some results which showed a significant difference to exist between the EMs of students who blogged and students who did not blog. This finding held true regardless if students passed or failed the course. For this reason, we suggest knowledge blogging to be a constructive learning tool in a programming environment since it promotes metacognition and differentiated instruction by nurturing multiple learning skills. http://academic-conferences.org/icel/icel2014/icel14-home.htmTRANSCRIPT
Employing Objective Measures In Search Of A Relationship Between Knowledge Blogs
And Introductory Programming Performance Outcome
Dalize van Heerden and Mac van der MerweUniversity of South Africa
“It is well known in the Computer Science Education (CSE) community
that students have difficulty with programming courses and this can result in high drop-out and failure
rates” Bergin & Reilly (2005)
Problem
For the ODL instructor who wishes to enhance his/her online teaching and learning strategies, many Internet-
based tools are available.
Of these, the web-log (or blog) is increasingly being employed as a
collaborative tool.
Blog Tool
a) as a learning journal or knowledge blog to gather specific information pertaining to specific topics (students),
b) to record personal views of everyday life (students),
c) to express emotions or feelings (students), d) as an assessment tool (instructors), e) to interact with other people (students and
instructors), f) as a task management tool (instructors).
Sim & Hew (2010)
Students or instructors use blogs in 6 major ways
• Blogs allow for different learning styles of students, thereby improving their academic performance
Saeed, Yang, and Sinnappan (2009)
• Blogs in education do not favour learners with particular learning styles
Derntl & Graf (2009)
• Blogging enhances students’ critical thinking and literacy skills
Sim and Hew (2010)
• Students who engage in the process of posting about their concurrent work become more active in the reflection of their work and are able to improve their practical work
Safran (2008)
Literature
• The effect of blogging on performance outcome has been studied by various authors, the majority of data was collected via self-reporting (e.g. questionnaires or interviews), and in some cases, through content analysis of blogs
Sim and Hew (2010)
• A reliance on self-reports or subjective measures may well suggest a potential and important research limitation
Gonyea (2005) and Baker (2010)
Research Concern
Different Approach• Quantitative data was extracted from the
institutional assessment database and the student database for the period 2010 to 2012
• This paper reports on a knowledge blog mark (BM) and exam mark (EM)
• These data sources are considered objective – EM cannot be subjective – the programming code
output and logic offered is either correct or incorrect– The BM is driven by a marking rubric containing very
precise measurements, both the nature of the blog content presented and the level of blogging is assessed.
• Because blog requirements and assessment were consistent during this period, this study only report on data extracted for the period 2010 (semester 1) to 2012 (semester 1).
Setting
• Module under study is an undergraduate introductory programming course presented in a National Diploma in Information Technology
• Aim of the course is to introduce students to introductory programming concepts through the use of a scripting language
• Students were tasked to activate and manage their own personal knowledge blog in the institution’s Virtual Learning Environment
Blogging• On a weekly basis, after studying a particular
chapter (inclusive of exercises and tasks from the prescribed handbook and additional learning materials), students were required to reflect on, and describe their understanding of work completed.
• Each reflection had to contain a minimum of 100 words, and was not allowed to include summaries drawn from the prescribed handbook or additional course material.
• Students were encouraged to think about what they have learned, and to write down what they found interesting, easy, difficult, new, and old.
• Students were required to self-reflect, self-question and self-explain their personal experiences in studying a particular chapter.
Assessing
• Metacognition allows students to take charge of their own learning
• The instructor is not exempt from evaluating the effectiveness of employing this particular learning tool and strategy
• The importance of awarding a BM is thus underscored
Criteria Unsatisfactory – 0% Limited – 50% Proficient – 70% Exemplary – 100% Rating
Content and Creativity
Weight for this criterion: 50% of total score
Postings show no evidence of insight, understanding or reflective thought about the topic.
Postings provide minimal insight, understanding and reflective thought about the topic.
Postings provide moderate insight, understanding and reflective thought about the topic.
Postings provide comprehensive insight, understanding, and reflective thought about the topic by...building a focused argument around a specific issue or ...asking a new related question or ...making an oppositional statement supported by personal experience or related research.
Postings present no specific viewpoint.
Postings present a specific viewpoint.
Postings present a specific viewpoint that is substantiated.
Postings present a focused and cohesive viewpoint.
Postings are do not stimulate dialogue and commentary and do not connect with the audience.
Postings are brief and unimaginative, and reflect minimal effort to connect with the audience.
Postings are generally well written with some attempts made to stimulate dialogue and commentary.
Postings are creatively and fluently written to stimulate dialogue and commentary.
Voice
Weight for this criterion: 20% of total score
Postings do not reflect an awareness of the audience and it is difficult to identify the author’s voice.
Postings are written in a style that does not fully consider the audience, and the author’s voice is difficult to identify.
Postings are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice.
Postings are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout.
Postings do not reflect the author’s personality and word choice does not bring the topic to life.
Postings reflect almost no personality and little attempt is made to use effective word choices to bring the topic to life.
Postings reflect a bit of the author’s personality through word choices that attempt to bring the topic to life.
Postings reflect the author’s unique personality through expressive and carefully selected word choices that bring the topic to life.
Timeliness and Tags
Weight for this criterion: 20% of total score
Does not update blog within the required time frame.
Updates blog when reminded. Updates blog when required. Updates blog as often or more often than required.
Does not categorize and tag the topic appropriately.
The post is not categorized and tagged appropriately.
Post is categorized and tagged. Post is categorized and topics are tagged appropriately.
Quality of Writing and Proofreading
Weight for this criterion: 10% of total score
Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication.
Written responses include some grammatical, spelling or punctuation errors that distract the reader.
Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.
Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.
TOTAL
Data ResultsSubsections Statistic 2010-S1 2010-S2 2011-S1 2011-S1 2012-S1
SECTION 1: FAILED COURSEBlog (No)EM
n 239 144 212 144 241
Mean 28% 23% 24% 23% 27%S.D. 9.237 9.719 11.471 9.719 10.091
Blog (Yes) EM
n 65 60 63 60 102
Mean 29% 23% 25% 23% 30%S.D 8.229 6.920 9.554 6.920 11.741
Blog (Yes) BM
Mean 44% 52% 40% 52% 35%S.D. 22.404 20.889 27.853 20.889 29.909
Significance p < .05 t(112)=0.814* t(153)=0.316 t(273)=0.381 t(64)=0.021 t(341)=2.705*SECTION 2: PASSED COURSEBlog (No) EM
n 48 13 13 80 104
Mean 50% 52% 52% 47% 53%S.D. 13.803 7.901 7.901 11.180 12.104
Blog (Yes)EM
n(blog) 105 57 57 123 186
Mean 61% 52% 52% 50% 53%S.D 12.945 12.332 12.332 12.276 11.978
Blog (Yes)BM
Mean 63% 62% 62% 66% 55%S.D. 21.057 23.063 23.063 28.787 27.897
Significance t (p <>.05) t(86)=4.726* t(68)=0.224 t(173)=1.342 t(180)=1.819* t(208)=0.510
Conclusion• Despite the statistically insignificant findings
reported, there is a hint of evidence to suggest that effective knowledge blogging (as expressed in the BM) result in higher (but never lower) EMs for all students
• Encouraged by those results which showed a significant difference to exist between the EMs of students who blogged and students who did not blog
• Implementation of knowledge blogging in an ODL environment is particularly well suited to introductory programming courses when such blogging demands reflective activities and continued engagement with the course work
• We acknowledge that more research on other variables that may influence performance outcome is required
