the use of weblogs as a resource for knowledge construction in virtual environments
TRANSCRIPT
María Isabel Hernández RomeroAlfredo Marín Marín
Universidad de Quintana Roo
The use of weblogs as a resource for knowledge construction in
virtual environments: Analysis of an experience
Introduction Empirical evidence
Objectives Research questions
Method
Data analysis Results and discussions
Conclusions
Content Outline
Background Definition Advantages Problems
INTRODUCTION
Empirical evidence
Empirical
Research
Blogs
Research
Exploratory
Research
Phenomenological
Research
Research Method Results
Bruce, Nichole y Priebe (2004)Empirical study regarding students’ perceptions towards the use of blogs in order to develop their writing skills.
Interviews and observations
Preference in the use of blogsas a medium of personalexpression. At the same time they wereuseful to develop writing in asecond language.
Xie y Sharma (2004)
Phenomenological research related to the use of weblogs and the exploration of perpeptions towards the use of blogs.
Questionnaires and interviews
Positive perceptions which evidenced blogs as tools of thinking and learning. Negative aspects: certain distrust was found in the use of blogs for being a tool which is recently used.
Research Method Results
Cole (2004). Qualitative research focused on the use of weblogs in literature classes Students´ and teachers´ atttudes towards the use of weblogs were part of this research.
Qualitative research
Interviews and observations
The use of weblogs increasedthe students´ motivation andallowed them to improve theirattitudes towards their writingexposed to real audience.
Campell (2004) Exploratory study related to college students´ attitudes towards the use of weblogs as an educational tool in an ESL mixed-mode class.
Questionnaires and interviews
This study measured the level of effectiveness of this tool for exchanging opinions, developing online discussions and reflections.
Students showed a positive attitude towards the use of this tool in their language learning process. Also, they expressed their interest to create their own weblogs for academic purposes.
To analyze the possibilities of using weblogs for learning English as a second language in the English Teaching Undergraduate Program at UQROO.
What ICT tools were used for supporting students´ EFL learning?
Which students´ attitudes and perceptions were observed towards the use of weblogs in the learning process?
Which applications were used in the creation of an educational weblog?
How structured and meaningful was the instructional content in the weblogs?
Objective and Research Questions
46 students English Teaching Undergraduate Program at
UQROO Educational Technology Participants’ age Level of English
Method (Participants)
Materials and Technology
Semi-structured questionnaire
Group interview Analysis of
weblogs Peer-evaluation
Instruments
Application of the pilot semi-structured questionnaire
Contextualization and training presentation
Training in weblogs design
FOCAL approach Instructional Design
(Storyboarding) Discussion board
(Blackboard) Open-ended
interviews Analysis of weblogs Peer-evaluation
Procedure
Qualitative and quantitative analysis
Final evaluation
Data analysis
Usage frequencies of the whole sample and the most used weblogs functions
Analysis to detect patterns of perceptions and attitudes
Based on the model NTeQ, The Integrating Technology for Inquiry (Morrison, 2002)
What ICT tools were used for supporting students´ EFL learning?
In average, students spend per week: 3.4 hours to surf the net for
entertainment 3.3 hours for classroom activities and
for studying. 3.3 hours to support their academic
work.
Results
What ICT tools were used for supporting students´ EFL learning?
In average, students spend per week: 3.2 hours to write documents or
texts3.1 hours for e-mail use.
Results
What ICT tools were used for supporting students´ EFL learning?
In average, students spend per week: 2.5 hours in PP presentations
2.5 hours for online courses activities1.5 hours in creating graphics,
tables and spreadsheets, video and audio editing, web page creation.
Results
What ICT tools were used for supporting students´ EFL learning?
Students reported to be skillfull to:writing in the computercreating ppt presentations
They reported to be moderately skillfull to:do tables and calculus sheetsunderstand the operational systemedit audio and video
They did not consider skillfull to create or maintain a
weblog.
Results
What ICT tools were used for supporting students´ EFL learning?
Most of the students reported that:They prefered courses where technology is used extensively. ICT tools do help them in their English
Learning (writing, reading, grammar and vocabulary).
Results
Interest and willingness
Motivation Certain expectation
and discomfort at the beginning of the process.
Ability to communicate and to use the tools to project it.
The use of ICT tools for learning under an instructional design.
Which students´ attitudes and perceptions were observed towards the use of weblogs in the learning process?
New ways of using ICT tools in the learning processing.
More confidence in the Internet use.
Self-confidence in their linguistic competence and performance.
More confidence for expressing their ideas by writing in in on-line learning environments.
ATTITUDES AND PERCEPTIONS
Coperative learning.
Openness and tolerance to different perspectives and ways of interaction.
Construction of a collective identity.
Development of communicative and research skills.
ATTITUDES AND PERCEPTIONS
Which applications were used in the creation of an educational weblog?
Predetermined applications Adding and arranging page elementsChanging templates, fonts and colors
HTML editing
Content applicationsCreating, editing and publishing posts
Multimedia applicationsAdding images, videos, clip art and gadgets
Which applications were used in the creation of an educational
weblog?
Interactive applicationsInstant messages
ForumsAnimated elements
Hypertext
Applications exported from hosting sitesCreating power point presentations and slideshows
Uploading pictures, videos and music
It was difficult for:a) Beginners:
uploading images, videos, songs and exporting templates.
b) Advanced: Info organization,
compose and editing posts
It was easy fora) BeginnersChanging the size,
fonts color and layout
b) HTML editing, creating videos and slideshows.
A FASTER SERVER IS REQUIRED
Educational purposes:
Informative, descriptive, sharing opinions, learning and personal experiences.
Topics: Eighteen Undergraduate
students and linguistic skills (4),
Educational offer (2)
How structured and meaningful was the instructional content in
the weblogs?
Nature and tourism (3)
Social problems (4) Environment (2) Culture and
religion (3)
How structured and meaningful was the instructional content in the weblogs?
BLOGS
Students do use a variety of ICT tools for their language learning.
Students tend to use ICT tools as a learning support for creating ppt presentations, retrieve information and as a resource for writing up their assignments and educational projects.
There was a lack of experience in publishing information through web pages and weblogs (Before the training in weblogs design).
CONCLUSIONS
Participants showed the interes in developing specific scenarios for creating learning communities.
Participants´ willingness in the proccess of creating their weblogs.
Positive change in participants´ attitudes.
Improvement and disposition to use more applications in their weblogs.
CONCLUSIONS
Improvement in the online communication, expression of ideas and publishing of relevant information through the use of English as a lingua franca.
This preliminary study will pave the way for further research in the use of weblogs in reading and writing as linguistic skills.
CONCLUSIONS
THANK YOU!
Mtra. María Isabel Hernández Romero [email protected]
Dr. Alfredo Marín Marín [email protected]