Blogging to support learning community and writing goals in a mixed composition classroom
Abstract
The purpose of the present study was to investigate the use of blogs by a group of students in a mixed writing class and learning community. Learning communities attempt to enhance the college experience of students by providing them with opportunities for social networking, and at times, cross-cultural experiences; however, prior research shows that not all learning communities succeed at these goals. The blogging assignment designed for this study was intended to offer an additional opportunity for students to gain social networking and cross-cultural experiences in line with their learning community. The study explores the students' uses of the blogs and addresses potential benefits in both social and academic experiences that the students gained by blogging. Data collected from surveys, student interviews, instructor observation and the blog texts were analyzed qualitatively and quantitatively. Students were found to use the blog as an emotional outlet and as a way to provide support and advice to one another. Students rarely used the blogs to discuss cross-cultural experiences or academic subjects; however, they did use the blogs to express frustration and offer support and advice on such topics at times. Blogging was also found to enhance student confidence and comfort working with one another in a writing class.
Degree
Ph.D.
Advisors
Silva, Purdue University.
Subject Area
Language arts|English as a Second Language
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