Using a blog to create and support a Community of Inquiry in Secondary Education

Understanding how blogs can support collaborative learning is a vital concern for researchers and teachers. This paper explores how blogs may be used to support Secondary Education students’ collaborative interaction and how such an interaction process can promote the creation of a Community of Inqu...

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Detalles Bibliográficos
Autores: Pifarré Turmo, Manoli, Guijosa Guzmán, Alejandro, Argelagós Castañ, Esther
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2013
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/46590
Acceso en línea:https://doi.org/10.2304/elea.2014.11.1.72
http://hdl.handle.net/10459.1/46590
Access Level:acceso abierto
Palabra clave:Blocs
Aprenentatge
Educació secundària
Internet en l'ensenyament
Material didàctic
Tecnologia educativa
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spelling Using a blog to create and support a Community of Inquiry in Secondary EducationPifarré Turmo, ManoliGuijosa Guzmán, AlejandroArgelagós Castañ, EstherBlocsAprenentatgeEducació secundàriaInternet en l'ensenyamentMaterial didàcticTecnologia educativaUnderstanding how blogs can support collaborative learning is a vital concern for researchers and teachers. This paper explores how blogs may be used to support Secondary Education students’ collaborative interaction and how such an interaction process can promote the creation of a Community of Inquiry to enhance critical thinking and meaningful learning. We designed, implemented and evaluated a science case-based project in which fifteen secondary students participated. Students worked in the science blogging project during 4 months. We asked students to be collaboratively engaged in purposeful critical discourse and reflection in their blogs in order to solve collectively science challenges and construct meaning about topics related to Astronomy and Space Sciences. Through student comments posted in the blog, our findings showed that the blog environment afforded the construction of a Community of Inquiry and therefore the creation of an effective online collaborative learning community. In student blog comments, the three presences for collaborative learning took place: cognitive, social, and teaching presence. Moreover, our research found a positive correlation among the three presences –cognitive, social and teaching– of the Community of Inquiry model with the level of learning obtained by the students. We discuss a series of issues that instructors should consider when blogs are incorporated into teaching and learning. We claim that embedded scaffolds to help students to argue and reason their comments in the blog are required to foster blog-supported collaborative learning.SAGE Publications2013info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionhttps://doi.org/10.2304/elea.2014.11.1.72http://hdl.handle.net/10459.1/46590reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésVersió postprint del document publicat a: https://doi.org/10.2304/elea.2014.11.1.72E-Learning and Digital Media, 2014, vol. 11, num. 1, p. 72-87(c) SAGE Publications, 2014info:eu-repo/semantics/openAccessoai:recercat.cat:10459.1/465902026-05-29T05:05:01Z
dc.title.none.fl_str_mv Using a blog to create and support a Community of Inquiry in Secondary Education
title Using a blog to create and support a Community of Inquiry in Secondary Education
spellingShingle Using a blog to create and support a Community of Inquiry in Secondary Education
Pifarré Turmo, Manoli
Blocs
Aprenentatge
Educació secundària
Internet en l'ensenyament
Material didàctic
Tecnologia educativa
title_short Using a blog to create and support a Community of Inquiry in Secondary Education
title_full Using a blog to create and support a Community of Inquiry in Secondary Education
title_fullStr Using a blog to create and support a Community of Inquiry in Secondary Education
title_full_unstemmed Using a blog to create and support a Community of Inquiry in Secondary Education
title_sort Using a blog to create and support a Community of Inquiry in Secondary Education
dc.creator.none.fl_str_mv Pifarré Turmo, Manoli
Guijosa Guzmán, Alejandro
Argelagós Castañ, Esther
author Pifarré Turmo, Manoli
author_facet Pifarré Turmo, Manoli
Guijosa Guzmán, Alejandro
Argelagós Castañ, Esther
author_role author
author2 Guijosa Guzmán, Alejandro
Argelagós Castañ, Esther
author2_role author
author
dc.subject.none.fl_str_mv Blocs
Aprenentatge
Educació secundària
Internet en l'ensenyament
Material didàctic
Tecnologia educativa
topic Blocs
Aprenentatge
Educació secundària
Internet en l'ensenyament
Material didàctic
Tecnologia educativa
description Understanding how blogs can support collaborative learning is a vital concern for researchers and teachers. This paper explores how blogs may be used to support Secondary Education students’ collaborative interaction and how such an interaction process can promote the creation of a Community of Inquiry to enhance critical thinking and meaningful learning. We designed, implemented and evaluated a science case-based project in which fifteen secondary students participated. Students worked in the science blogging project during 4 months. We asked students to be collaboratively engaged in purposeful critical discourse and reflection in their blogs in order to solve collectively science challenges and construct meaning about topics related to Astronomy and Space Sciences. Through student comments posted in the blog, our findings showed that the blog environment afforded the construction of a Community of Inquiry and therefore the creation of an effective online collaborative learning community. In student blog comments, the three presences for collaborative learning took place: cognitive, social, and teaching presence. Moreover, our research found a positive correlation among the three presences –cognitive, social and teaching– of the Community of Inquiry model with the level of learning obtained by the students. We discuss a series of issues that instructors should consider when blogs are incorporated into teaching and learning. We claim that embedded scaffolds to help students to argue and reason their comments in the blog are required to foster blog-supported collaborative learning.
publishDate 2013
dc.date.none.fl_str_mv 2013
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.2304/elea.2014.11.1.72
http://hdl.handle.net/10459.1/46590
url https://doi.org/10.2304/elea.2014.11.1.72
http://hdl.handle.net/10459.1/46590
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Versió postprint del document publicat a: https://doi.org/10.2304/elea.2014.11.1.72
E-Learning and Digital Media, 2014, vol. 11, num. 1, p. 72-87
dc.rights.none.fl_str_mv (c) SAGE Publications, 2014
info:eu-repo/semantics/openAccess
rights_invalid_str_mv (c) SAGE Publications, 2014
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv SAGE Publications
publisher.none.fl_str_mv SAGE Publications
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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