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The implications of a connectivist learning blog model and the changing role of teaching and learning
ARTICLE

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British Journal of Educational Technology Volume 46, Number 4, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

While the use of Web 2.0 tools and specifically blogs is becoming increasingly popular within higher education (HE) and has been shown to promote learning, relatively little is known about the manner in which such tools may affect how teaching and learning may change as a result of the use of such tools. It is within this context that a connectivist learning model was created and has been further developed within this paper in order to consider the implications of how the use of blogs may change the manner in which teaching and learning occurs. Within this research, a case study of the use of collective student blogs utilized as part of a formally assessed module, undertaken within an HE institution, is utilized to explore the manner in which teaching and learning can be seen to change through a connectivist learning model of blog usage. From this case study, it appears that connectivism does provide a theoretical model for the way in which teaching and learning may change as a result of the use of blogs by learners. However, the experience of staff and students who undertook the project suggests that while a number of elements of the connectivist model can be identified, these are not seen universally among all students.

Citation

Garcia, E., Elbeltagi, I., Brown, M. & Dungay, K. (2015). The implications of a connectivist learning blog model and the changing role of teaching and learning. British Journal of Educational Technology, 46(4), 877-894. Wiley. Retrieved February 25, 2020 from .

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