Presented at the 13th Sloan-C International Conference on Online Learning

1. A Study of Blogging in the Online Classroom: Implications for Teaching and Learning Presented at the 13th Sloan-C International Conference on Online Learning The Power of Online Learning: Making a Difference November 8, 2007 Caribe Royale, Orlando, Florida

2. Presenters • Donna Malvey, Ph.D. dmalvey@mail.ucf.edu • Andy Todd, UCF Librarian atodd@mail.ucf.edu • Barbara Alderman, UCF Librarian balderma@mail.ucf.edu • Allison King, UCF Librarian

3. Summary of Research & Earlier Presentations • 12th Sloan-C International Conference • Annual Meeting of the Association of University Programs in Health Administration (AUPHA – Distance Learning Forum) • 2007 Annual Meeting of the Academy of Management, Division of Management Education

4. The Corporate Blog • Is used by an organization to further its goals • Links customers with the organization and its members, regardless of size • Performs as a communications and marketing channel that is two-way and digital

5. Blogging in the Online Classroom • Overview of the problem • Advancing beyond discussion boards • Why use corporate blogs as a teaching tool? • Integrating the blogs with course content • Creating course materials to support corporate blogging

6. The Triad • Teacher • Embedded Librarians • Students Unique role of librarians in student centered model of online learning

7. Course materials created for corporate blogging assignments • Overview of corporate blogs • Why blogging • Blogging etiquette • Blogging topics & questions • Expectations & requirements for group blogging assignment • Grading rubrics

8. Authenticity Relevance Self-directed learning Active learning Information fluency Manage group work Use external consultants Self-correction/peer review components Maintain digital relationships Make learning meaningful via publishing on the web Learning goals

9. Research questions • Did corporate blogging assignments enable us to reach our learning goals? • Did the partnership/collaboration with the librarians facilitate student-centered learning? • Did student evaluations of the blogging assignments support the use of corporate blogs as an effective teaching tool?

10. Research Framework • Methodology • exploratory research by surveying students • students invited to participate, not mandatory • no modifications of the next iteration of blogging assignments from spring to fall • data reviewed individually and collectively after conclusion of fall 2006 term

11. Meeting IRB Requirements • IRB Submission • Including informational letter • Collecting and storing data • Data retrieval/Archiving

12. Sample • Students enrolled in online in health services administration Issues and Trends graduate course • Respondents: • Spring (n=21) • Fall (n=17) • Descriptive Statistics: Cannot capture this information because of confidentiality/IRB requirements

13. Results- Blogging Experience • Spring/Fall semester • majority of students had little experience in personal blogging: • 76% in spring • 65% in fall • majority of students had little experience in academic blogging: • 76% in spring • 88% in fall

14. Survey Questions • Do you feel that discussion board assignments could substitute for the blogging assignments? • Do you believe that the blogging assignments in general will help you in the real world of the workplace? • Which aspect of the blogging assignment was most valuable to you?

15. Results- Blogging Assignments Said blogging assignments were useful in learning course material : • 90% in spring • 94% in fall “…Instead of sitting back and reading a chapter we were able to research and learn in a more hands-on way. We were able to apply our knowledge on the topic in a real world scenario.”

16. Results – Library Module • Said library module was helpful in completing blogging assignment: • 67% in spring • 65% in fall “The library module was essential. I would not have been able to figure out how to use and access the vast resources that UCF has available without the module.”

17. Results- Comparison of Discussion Boards and Blogs Classroom discussion boards have a "training-wheels" feel to them. Students generally do not take those as seriously as they would the blogging assignments simply because they are not attached or related to the real world. • That discussion board assignments could not substitute for the blogging assignments: • 86% in Spring • 53% in Fall

18. Limitations of Study • Exploratory Research • Survey Instrument • Generalizability of results • Limited access to descriptive information about our sample

19. Future Research • Examine the effect of changes in instructions and assignment requirements. • Compare the use of corporate blogs in a similar course that is delivered in traditional face-to-face format • Focus on student perceptions of the differences between blogging and discussion board forums, including which platform they would prefer as it relates to online interaction.