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The Use Of Weblogs As A Resource For Knowledge Construction In Virtual Environments
- 1. María Isabel Hernández Romero Alfredo Marín Marín Universidad de Quintana Roo The use of weblogs as a resource for knowledge construction in virtual environments: Analysis of an experience
- 2. Introduction Empirical evidence Objectives Research questions Method Data analysis Results and discussions Conclusions Content Outline
- 3. Background Definition Advantages Problems INTRODUCTION
- 4. Empirical evidence Empirical Research Blogs Research Exploratory Research Phenomenological Research
- 5. Research Method Results Bruce, Nichole y Priebe (2004) Empirical study regarding students’ perceptions towards the use of blogs in order to develop their writing skills. Interviews and observations Preference in the use of blogs as a medium of personal expression. At the same time they were useful to develop writing in a second language. Xie y Sharma (2004) Phenomenological research related to the use of weblogs and the exploration of perpeptions towards the use of blogs. Questionnaires and interviews Positive perceptions which evidenced blogs as tools of thinking and learning. Negative aspects: certain distrust was found in the use of blogs for being a tool which is recently used.
- 6. Research Method Results Cole (2004). Qualitative research focused on the use of weblogs in literature classes Students´ and teachers´ atttudes towards the use of weblogs were part of this research. Qualitative research Interviews and observations The use of weblogs increased the students´ motivation and allowed them to improve their attitudes towards their writing exposed to real audience. Campell (2004) Exploratory study related to college students´ attitudes towards the use of weblogs as an educational tool in an ESL mixed-mode class. Questionnaires and interviews This study measured the level of effectiveness of this tool for exchanging opinions, developing online discussions and reflections. Students showed a positive attitude towards the use of this tool in their language learning process. Also, they expressed their interest to create their own weblogs for academic purposes.
- 7. To analyze the possibilities of using weblogs for learning English as a second language in the English Teaching Undergraduate Program at UQROO. What ICT tools were used for supporting students´ EFL learning? Which students´ attitudes and perceptions were observed towards the use of weblogs in the learning process? Which applications were used in the creation of an educational weblog? How structured and meaningful was the instructional content in the weblogs? Objective and Research Questions
- 8. 46 students English Teaching Undergraduate Program at UQROO Educational Technology Participants’ age Level of English Method (Participants)
- 10. Semi-structured questionnaire Group interview Analysis of weblogs Peer-evaluation Instruments
- 11. Application of the pilot semi-structured questionnaire Contextualization and training presentation Training in weblogs design FOCAL approach Instructional Design (Storyboarding) Discussion board (Blackboard) Open-ended interviews Analysis of weblogs Peer-evaluation Procedure
- 12. Qualitative and quantitative analysis Final evaluation Data analysis Usage frequencies of the whole sample and the most used weblogs functions Analysis to detect patterns of perceptions and attitudes Based on the model NTeQ, The Integrating Technology for Inquiry (Morrison, 2002)
- 13. What ICT tools were used for supporting students´ EFL learning? In average, students spend per week: 3.4 hours to surf the net for entertainment 3.3 hours for classroom activities and for studying. 3.3 hours to support their academic work. Results
- 14. What ICT tools were used for supporting students´ EFL learning? In average, students spend per week: 3.2 hours to write documents or texts 3.1 hours for e-mail use. Results
- 15. What ICT tools were used for supporting students´ EFL learning? In average, students spend per week: 2.5 hours in PP presentations 2.5 hours for online courses activities 1.5 hours in creating graphics, tables and spreadsheets, video and audio editing , web page creation. Results
- 16. What ICT tools were used for supporting students´ EFL learning? Students reported to be skillfull to: writing in the computer creating ppt presentations They reported to be moderately skillfull to: do tables and calculus sheets understand the operational system edit audio and video They did not consider skillfull to create or maintain a weblog. Results
- 17. What ICT tools were used for supporting students´ EFL learning? Most of the students reported that: They prefered courses where technology is used extensively. ICT tools do help them in their English Learning (writing, reading, grammar and vocabulary). Results
- 18. Interest and willingness Motivation Certain expectation and discomfort at the beginning of the process. Ability to communicate and to use the tools to project it. The use of ICT tools for learning under an instructional design. Which students´ attitudes and perceptions were observed towards the use of weblogs in the learning process?
- 19. New ways of using ICT tools in the learning processing. More confidence in the Internet use. Self-confidence in their linguistic competence and performance. More confidence for expressing their ideas by writing in in on-line learning environments. ATTITUDES AND PERCEPTIONS
- 20. Coperative learning. Openness and tolerance to different perspectives and ways of interaction. Construction of a collective identity. Development of communicative and research skills. ATTITUDES AND PERCEPTIONS
- 21. Which applications were used in the creation of an educational weblog? Predetermined applications Adding and arranging page elements Changing templates, fonts and colors HTML editing Content applications Creating, editing and publishing posts Multimedia applications Adding images, videos, clip art and gadgets
- 22. Which applications were used in the creation of an educational weblog? Interactive applications Instant messages Forums Animated elements Hypertext Applications exported from hosting sites Creating power point presentations and slideshows Uploading pictures, videos and music
- 23. It was difficult for: a) Beginners: uploading images, videos, songs and exporting templates. b) Advanced: Info organization, compose and editing posts It was easy for a) Beginners Changing the size, fonts color and layout b) HTML editing, creating videos and slideshows. A FASTER SERVER IS REQUIRED
- 24. Educational purposes: Informative, descriptive, sharing opinions, learning and personal experiences. Topics: Eighteen Undergraduate students and linguistic skills (4), Educational offer (2) How structured and meaningful was the instructional content in the weblogs?
- 25. Nature and tourism (3) Social problems (4) Environment (2) Culture and religion (3) How structured and meaningful was the instructional content in the weblogs?
- 26. BLOGS
- 27. Students do use a variety of ICT tools for their language learning. Students tend to use ICT tools as a learning support for creating ppt presentations, retrieve information and as a resource for writing up their assignments and educational projects. There was a lack of experience in publishing information through web pages and weblogs (Before the training in weblogs design). CONCLUSIONS
- 28. Participants showed the interes in developing specific scenarios for creating learning communities. Participants´ willingness in the proccess of creating their weblogs. Positive change in participants´ attitudes. Improvement and disposition to use more applications in their weblogs. CONCLUSIONS
- 29. Improvement in the online communication, expression of ideas and publishing of relevant information through the use of English as a lingua franca. This preliminary study will pave the way for further research in the use of weblogs in reading and writing as linguistic skills. CONCLUSIONS
- 30. THANK YOU! Mtra. María Isabel Hernández Romero [email_address] Dr. Alfredo Marín Marín [email_address]