Motivation and participation in learning blogs: challenging the role of assessment

Henderson, Lyn, Balatti, Jo, Knight, Cecily, and Haase, Malcolm (2010) Motivation and participation in learning blogs: challenging the role of assessment. In: Proceedings of Australian Teacher Education Association Conference. pp. 1-7. From: ATEA 2010 Australian Teacher Education Association Conference, 4-7 July 2010, Townsville, QLD, Australia.

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Learning about, and developing, a professional teacher identity is targeted in university undergraduate teacher education courses. One avenue to implement this is through social media (Web 2.0), such as blogs, wikis and, more recently, Facebook. Research supports the benefits of blogs in learning and teaching. However, it also demonstrates that assessment is the key in the number, length and quality of blogs posted. The qualitative study reported here tracked and tallied 135 students' blog postings and analysed responses on a survey. The paper identifies aspects of the relationship among the blogs posted, reasons for posting and not posting, and student tutorial attendance. Evidence is provided of the academic value of non-assessed and non-compulsory blogs in a core professional development, second year Bachelor of Education subject.

Item ID: 17063
Item Type: Conference Item (Research - E1)
ISBN: 978-0-9752324-5-3
Keywords: online learning, blogs, assessment, preservice teacher education, not assessed, voluntary, compulsory
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Date Deposited: 10 May 2011 12:37
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy @ 20%
13 EDUCATION > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation @ 60%
13 EDUCATION > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing @ 20%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 60%
93 EDUCATION AND TRAINING > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum @ 40%
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