Is blogging the same as discussion board activity?
The short answer to this question is it can be. However, it is worthwhile to dig a bit deeper
and explore the concept. Since I know
everyone reading this blog is familiar with message board in the context of
online graduate studies, I will not define it again. Blogs, on the other hand, should be defined
since we are using them as a learning tool to explore options as future online
educators. “A blog is a frequently
updated web site characterized by a reverse chronological listing of entries
that can be searched, archived, and categorized according to labels, called
tags, assigned by the author (King and Cox, 2012).” ProBlogger gives a more detailed definition and explores perspectives from broad to
technical.
First, let’s examine what is similar specific to the
academic environment. Both message
boards and blogs:
- Allow individuals to post opinions, thoughts, research, etc.
- Allow others to comment on an author’s post.
- Allows an author to share links to other web sites, embed video, and post photos. This assumes the administrator of the message board includes this function.
- Allows an author to construct new meaning through personal reflection and social participation of discourse.
- Allows an instructor insight into a student’s grasp of concepts.
- Has potential to build a sense of community among students and instructors.
- Provides opportunity for scaffolding of knowledge and deeper learning for students as they work to articulate themselves and engage in discourse.
- Allow for equitable contribution from multiple authors for collaborating (the blog has to be set up for multiple authors).
At first glance, one may wonder what more blogs could offer
to persuade an instructor to incorporate this tool. Although there are many similarities that are
critical to the learning process, it is the subtle nuances of blogging that may
offer the student and the instructor a deeper learning experience.
Blogs allow a student to personalize their work space and to
chronicle their submissions, with the ability to archive and search. Students who want to delve deeper into a
subject have the freedom to expand on their work without cluttering a message
board, appealing to the self-directed learner.
King and Cox (2012) cite research from Williams and Jacobs (2004) who
found that blogs have the potential to be a transformative technology for
teaching and learning because of the lack of boundaries typical to the
traditional classroom. They assert that
students have the opportunity for authentic voice and empowerment. This, along with the interaction from peers
creates the transformative potential of a “participatory culture as a social
revolution… (Ibid, 2012).”
Personally, I think an instructor can achieve a variety of
results with message board or blogging, depending on how it is used. If students are given a question to respond
to, the results will be very similar.
However, if a blog is used as a reflective journal allowing students to
pick a topic that resonated with them each week, including requirements of
other students to respond, the outcome could reflect more of the transformational
potential the authors refer to. The authors
noted the Reflector-Mirror exercise as the most successful practice in blogging
(King and Cox, 2012). A few thoughts
come to mind that would disadvantage the blog exercise. It is public and that may concern
participants and because it is outside of the LMS, students will have to find a
way to organize it into their school habits.
Finally, adult students are time sensitive, so reading multiple blogs
and commenting could overwhelm, not unlike an active message board, but the added
need to click to multiple locations could be cumbersome. Google reader or other feed reader may
minimize this, but then requires additional technology skill and comfort.
For more ideas on blogs and transformational learning, check out these links:
New Castle University's School of Medical Sciences Education Development studied undergraduate student and their reaction to the incorporation of blogs as a learning tool for life-long learning. Reflective Learning for the Net Generation Student
A paper that includes the current literature encouraging transformative pedagogy with some discussion on various technology to facilitate that intent. The authors also ask for more research on how to incorporate transformative pedagogy in an online environment that is sensitive to the impact of the student's affect.
An Exploration of Transformative Learning in the Online Environment
Faculty Focus, created in 2003 by Magna Publications is an e-newsletter and dedicated web site that publishes articles on effective teaching strategies for the college classroom — both face-to-face and online. In this article, the author discusses 4 precursors to transformative learning and how technology can influence readiness.
http://www.facultyfocus.com/articles/online-education/transformative-learning-four-activities-that-set-the-stage/
For more ideas on blogs and transformational learning, check out these links:
New Castle University's School of Medical Sciences Education Development studied undergraduate student and their reaction to the incorporation of blogs as a learning tool for life-long learning. Reflective Learning for the Net Generation Student
A paper that includes the current literature encouraging transformative pedagogy with some discussion on various technology to facilitate that intent. The authors also ask for more research on how to incorporate transformative pedagogy in an online environment that is sensitive to the impact of the student's affect.
An Exploration of Transformative Learning in the Online Environment
Faculty Focus, created in 2003 by Magna Publications is an e-newsletter and dedicated web site that publishes articles on effective teaching strategies for the college classroom — both face-to-face and online. In this article, the author discusses 4 precursors to transformative learning and how technology can influence readiness.
http://www.facultyfocus.com/articles/online-education/transformative-learning-four-activities-that-set-the-stage/
King, K. & Cox, T. (2011). The Professor’s Guide to
Taming Technology. Charlotte, NC: Information Age Publishing.
