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regression of sense of community, age, computer expertise, and experience with blogs on perceived learning.
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Blogs have the potential to increase reflection, sense of community and collaboration in undergraduate classrooms. Studies of their effectiveness are still limited. The purpose of this study was to investigate whether the use of blogs in a large lecture class would enhance students' perceived learning. Students in an undergraduate nutrition course...
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... other words, a one unit increase in the self- reported score of Sense of Community leads to 0.73-point increase in the score of perceived learning, and a one unit increase in the self- reported Computer Expertise leads to 0.22-point increase in the score of perceived learning. Table 4 displays the unstandardized regression coefficients (B), the standardized regression coefficients (beta), and R, R 2 , and adjusted R 2 . The other factors introduced in the regression model did not account for a significant percentage of the variance in the perceived learning scores. ...Similar publications
This article examines the online experiences of a group of Science teachers from five Smart Schools who shared their teaching practices via blogs. The study was undertaken to explore the effectiveness of this technology in improving teaching practices and promoting a community of practice. Data were elicited via blog postings of what the teachers'...
Technology including social media and other technology applications enabled by different technology devices offer many possibilities for second language learners to improve their learning, if they are interested in doing so. We investigated purposes for using technology among urban adolescents, including both English language learners (ELLs) and na...
Blogging has become an increasingly popular technological tool within an educational context. Even though the potential of blog use in increasing student interactivity and collaboration has been explored by many educators, the research conducted on the effectiveness of blog use in an educational context is still quite limited and is considered as a...
The functions and possibilities afforded by blogging have been suggested to be relevant to learning and information management. Its increasing use in the business and education sectors is documented, but currently its use in professional education or internship is limited. The social nature of blogging appears to support the applicability of blogs...
Citations
... Additionally, students are encouraged to respond to other student's blog entries to promote group discussion and learning. For the course instructor, weekly blogs also provide an opportunity to assess student mastery of content and skill development (17)(18)(19). ...
As public health education expands to include undergraduate students, it is important to include discussion of local public health topics and issues to provide a sense of place to the educational experience. Inclusion of Native Hawaiian and indigenous issues and perspectives is also an established priority of the University of Hawai‘i system. To address both needs, a required course was created during development of a new Bachelor of Arts (BA) public health program at the University of Hawai‘i at Mānoa to specifically focus on discussion of local and indigenous public health topics of interest. Public Health Issues in Hawai‘i is an introductory course included early in the recommended undergraduate curriculum and emphasizes the application of public health skills and principles to local issues (e.g., state-level legislative awareness and local sustainability topics). The Public Health Issues in Hawai‘i course further challenges students to recognize public health practice in their daily activities, and encourages them to become actively engaged in local community issues early in their public health educational careers. Among multiple advantages, improved awareness of local health challenges and early connections to community members and organizations have been instrumental in actively engaging local students in their education, and has also proved beneficial for students participating in required undergraduate applied learning capstone experiences and entry-level public health careers following graduation. Here we present insights into course development, articulation with broader program curricula, and successes and challenges in the past 4 years of implementation and instruction.
... Students may gain additional class participation points by responding to blog entries written by other students, thus promoting a class dialogue centered on the week's subject matter. Blogs have been demonstrated to be effective in enhancing student learning and participation, as well as helping to identify learning needs of students (16)(17)(18). Students also present orally in all three classes. All presentations are graded using a rubric that assesses both content and professional presentation skills. ...
The number of undergraduate public health education programs is increasing, but few publications provide examples of introductory public health courses that provide foundational knowledge and meet 2016 Council on Education in Public Health (CEPH) accreditation standards. This article presents the development and testing of a three-course, introductory series in public health at the University of Hawai‘i at Mānoa (UHM). Development was informed by best pedagogical practices in education, web review of existing programs, literature review, key informant interviews, and accreditation standards. Student mastery of required concepts, domains, and competencies is assessed through testing and class assignments. Data from course evaluations, students' exit questionnaires at graduation, and faculty feedback were used to continuously evolve and adapt the curriculum. The three-course series—including Introduction to Public Health, Public Health Issues in Hawai‘i, and Introduction to Global Health—was designed to provide incoming undergraduate public health students with a foundation in local, national, and global public health concepts and domains, while improving their skills in public health communication and information literacy. Data from class assignments, examinations, and later coursework suggest students are mastering the course materials and gaining required competencies. Data from course evaluation and exit questionnaires suggest that the students appreciate the series' approach and the challenge to apply course concepts locally and globally in subsequent courses. This foundational public health series provides a model for an introductory course series that can be implemented with existing resources by most programs, meets the new CEPH requirements, is well-received by students, and prepares students well for upper-division public health courses.
... An adapted version of a previously-validated questionnaire that addressed college students' perception of learning and sense of community through blogs was used in this study (Halic, Lee, Paulus, & Spence, 2010). This instrument included two dimensions, Perceived Learning (PL) and Sense of Community (SC). ...
... The questionnaire items were rated based on a five-point scale with the rate of five showing 'strongly agree' to one showing 'strongly disagree'. The validity and reliability of the questionnaire were already examined by Halic et al. (2010). Since the questionnaire had two parts, reliability was estimated separately for each part. ...
The literature on English for academic purposes (EAP) methodology highlights the significance of learners' engagement in learning language (Hyland, 2006) in mainstream general and online contexts. Blogs have been recommended in many studies as having the potential to bring the sense of community and collaboration in online classes. Therefore, this study sought to investigate whether blogs in large classes would help students enhance their perceptions of learning. To this end, Forty-two undergraduate students of Information Technology (IT) at an Iranian university participated in a weblog writing course in order to promote collaboration and reflective learning. Instrumentation included a questionnaire of perceived learning and sense of community, semi-structured interviews, and participant observations. The findings revealed a significant difference in perceived learning between the students with low sense of community and those with a high sense of community. Based on the qualitative findings of the study, we suggest an assessment framework incorporating constructivist and social-interactionist theories of learning in order to treat students as members of a community of learning. The findings may promise implications for gearing EAP assessment to more collaborative modes in online courses and suggest a model framework for the assessment of students in EAP online classes.