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Instructional Blogging: Promoting Interactivity, Student-Centered Learning, and Peer Input ARTICLE

Innovate: Journal of Online Education Volume 1, Number 5, ISSN 1552-3233

Abstract

In an instructional environment, online communication tools such as e-mail, listservs, chat rooms, and instant messaging cultivate personal bonds with and among students and promote extended dialogue about important topics. In comparison to these communication tools, however, instructional blogging offers additional opportunities to engage students and extend the virtual classroom. Blogging can complement community building in hybrid and distance courses and can frame personal places in virtual spaces. As an adjunct professor teaching hybrid and online courses on information technology at the University of Arizona (UA), the author has made extensive use of online technologies and has come to regard blogging as an exceptional learning tool that has enormous potential in the virtual classroom. In this article, the author provides an overview of his instructional use of blogging technology, linking specific practices with key concepts in pedagogical theory and noting the adjustments he made in response to student feedback. By illustrating the value of blogging in a specific educational setting, this article provides worthwhile suggestions for instructors who are considering such technology for their own courses. (Contains 9 exhibits.)

Citation

Glogoff, S. (2005). Instructional Blogging: Promoting Interactivity, Student-Centered Learning, and Peer Input. Innovate: Journal of Online Education, 1(5),. Retrieved July 19, 2018 from .

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