Blogs - Læringsfællesskab med rum til refleksion
DOI:
https://doi.org/10.7146/lom.v10i18.96617Keywords:
universitetspædagogik, blog, refleksion, online studerendeAbstract
Anvendelse af blogs i læringssituationer kan give studerende mulighed for at reflektere i fællesskab. Derfor blev blogs afprøvet blandt universitetsstuderende med det formål at undersøge, hvordan studerende oplever anvendelsen af blogmediet, samt undersøge hvilke former for refleksion, som blogs kan understøtte. Undersøgelsen var baseret på en sociokulturel forståelse af læring, hvor læring ses som en proces, der konstrueres gennem interaktioner. Blogs blev afprøvet som en del af et undervisningsforløb for 24 studerende. Blogindlæggene blev analyseret mhp at identificere refleksionsniveauet, og der blev gennemført et fokusgruppeinterview med fem studerende for at afdække de studerendes oplevelser med at blogge. Konklusionen er at blogmediet tilbyder et læringsfælleskab, som giver de studerende mulighed for refleksion. Desuden tyder det på, at muligheden for refleksion forringes ved uklarhed over opgaven og usikkerhed på hvordan blogmediet anvendes. Endelig kan anvendelsen af blogs i læringssituationer udfordre de gængse opfattelser af læring, hvilket kan skabe forvirring hos de studerende.
Downloads
References
Bell, Amani, Kelton, Jill, McDonagh, Nadia, Mladenovic, Rosina, & Morrison, Kellie. (2011). A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking. Assessment & Evaluation in Higher Education, 36(7), 797-815. Christensen, IMF. (2016). How do you design a good study start for blended at distance learning courses? . Paper presented at the TAL - Teaching for active learning Odense Davidsen, Jacob, & Ryberg, Thomas. (2016). Samhørighed, interaktion og vidensdeling blandt studerende-erfaringer fra et IKT-pædagogisk udviklingsprojekt. Dansk Universitetspædagogisk Tidsskrift, 11(21), 57-71. Dewey, J. (1933/2009). Hvordan tænker vi - en reformulering af forholdet mellem refleksiv tænkning og uddannelsesprocessen: Klim Dysthe, Olga. (2001). The mutual challenge of writing research and the teaching of writing. Paper presented at the Investigación presentada en la primera conferencia de la European Writing Centre Association. University of Groeningen, Nederland. Recuperado de http://www. uib. no/plf/ansatte/olga/keynote. Dysthe, Olga. (2002). The learning potential of a web-mediated discussion in a university course. Studies in Higher Education, 27(3), 339-352. Farmer, Brett, Yue, Audrey, & Brooks, Claire. (2008). Using blogging for higher order learning in large cohort university teaching: A case study. Australasian Journal of Educational Technology, 24(2), 123-136. Halic, Olivia, Lee, Debra, Paulus, Trena, & Spence, Marsha. (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. The Internet and higher education, 13(4), 206-213. Halkier, Bente. (2010). Fokusgrupper: Den fokuserede socialitet Kvalitative Metoder (pp. 121-135): Hans Reitzel. Kember d., McKay J., Sinclair K., Frances KYW., . (2008). A four-category scheme for coding and assesing the level of reflection in written work. Assesment & Evaluation in Higher Education 33(4), 13. Lave, Jean, & Wenger, Etienne. (2003). Situeret læring - og andre tekster. Kbh.: Hans Reitzel. Osman, Gihan, & Koh, Joyce Hwee Ling. (2013). Understanding management students' reflective practice through blogging. The Internet and Higher Education, 16, 23-31. Papacharissi, Zizi. (2007). Audiences as media producers: Content analysis of 260 blogs. Blogging, citizenship, and the future of media, 21-38. Salmon, G. (2013). E-tivities –The key to active online learning. (Vol. Second Edition ): Routledge. Schön, Donald A. (1991). The reflective practitioner : how professionals think in action (11th repr. ed.). Aldershot: Avebury Ashgate. Sim, Jeffrey Wee Sing, & Hew, Khe Foon. (2010). The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, 5(2), 151-163. Ulstrup, Eva, & Haugaard Jeppesen, Mai-Britt. (2010). Dialogiske læringsrum med plads til hjerne og hjerte. Dansk universitetspædagogisk tidsskrift, 5(9), 59-62. Wenger, Etienne. (2004). Praksisfællesskaber : læring, mening og identitet. Kbh.: Hans Reitzel. Williams, Jeremy B, & Jacobs, Joanne S. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian journal of educational technology, 20(2), 232-247. Wrede, Oliver. (2003). Weblogs and discourse: Weblogs as a transformational technology for higher education and academic research. Paper presented at the Blogtalk Conference Paper, Vienna, May 23rd-24th.
Downloads
Published
How to Cite
Issue
Section
License
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
