Universitat de Lleida
    • English
    • català
    • español
  • English 
    • English
    • català
    • español
  • Login
Repositori Obert UdL
View Item 
  •   Home
  • Recerca
  • Pedagogia i Psicologia
  • Articles publicats (Pedagogia i Psicologia)
  • View Item
  •   Home
  • Recerca
  • Pedagogia i Psicologia
  • Articles publicats (Pedagogia i Psicologia)
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

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

Thumbnail
View/Open
Postprint (698.3Kb)
Issue date
2013
Author
Pifarré Turmo, Manoli
Guijosa Guzmán, Alejandro
Argelagós Castañ, Esther
Suggested citation
Pifarré Turmo, Manoli; Guijosa Guzmán, Alejandro; Argelagós Castañ, Esther; . (2013) . Using a blog to create and support a Community of Inquiry in Secondary Education. E-Learning and Digital Media, 2014, vol. 11, num. 1, p. 72-87. https://doi.org/10.2304/elea.2014.11.1.72.
Impact


Web of Science logo    citations in Web of Science

Scopus logo    citations in Scopus

Google Scholar logo  Google Scholar
Share
Export to Mendeley
Metadata
Show full item record
Abstract
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.
URI
http://hdl.handle.net/10459.1/46590
DOI
https://doi.org/10.2304/elea.2014.11.1.72
Is part of
E-Learning and Digital Media, 2014, vol. 11, num. 1, p. 72-87
European research projects
Collections
  • Articles publicats (Pedagogia i Psicologia) [506]
  • Grup de Recerca en Cognició i Context mediat per les Tecnologies de la Informació i de la Comunicació (INSPIRES) [14]

Contact Us | Send Feedback | Legal Notice
© 2023 BiD. Universitat de Lleida
Metadata subjected to 
 

 

Browse

All of the repositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

Statistics

View Usage Statistics

D'interès

Política institucional d'accés obertDiposita les teves publicacionsDiposita dades de recercaSuport a la recerca

Contact Us | Send Feedback | Legal Notice
© 2023 BiD. Universitat de Lleida
Metadata subjected to