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Teaching History with Blogs – A Case Study of Student Engagement
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, University of Florida, Gainesville, United States ; , Boston University, MA, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The use of blogs by one professor in undergraduate history courses over three years is described in this paper. The ways in which he used blogs and the strategies that he developed over time are presented here along with his perceptions of benefits or challenges for his students and his teaching. Semi-structured interviews with the professor, as well as focus groups and a feedback poll with students in his courses highlight some benefits of using blogs to teach history courses in higher education. Students retrieved, evaluated and shared media resources such as videos, podcasts, and archives online, leading to increased motivation, participation, improved understanding of course content, and improved ability to critically evaluate online resources. According to both the students and the professor, students acquired a more critical approach to researching, presenting, and summarizing information on the Internet that will be useful to them in other courses and contexts.

Citation

Kumar, S. & Deese, R. (2010). Teaching History with Blogs – A Case Study of Student Engagement. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2011-2016). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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