Show simple item record

dc.contributor.authorGarcia, E
dc.contributor.authorMoizer, J
dc.contributor.authorStephen, W
dc.contributor.authorHaddoud, MY
dc.date.accessioned2019-04-01T09:26:14Z
dc.date.issued2019-07
dc.identifier.issn0360-1315
dc.identifier.issn1873-782X
dc.identifier.urihttp://hdl.handle.net/10026.1/13592
dc.description.abstract

In the last decade, there has been a significant increase in the range of social media tools that have become available. Despite reports of successful adoption in the higher education classroom, there have been relatively few empirical studies that have explored whether the use of blogs in teaching and learning leads to an increase in perceived learning by students. This research study adopts a post positivist research approach and a quantitative research design that uses PLS-SEM. It was found that students do perceive higher degrees of learning from using blogs, but the recognised benefits of using blogs is influenced by the students’ attitudes towards the use of technology in teaching and learning, their perceived usefulness of blogs, and the extent to which they have used blogs previously. The findings have implications for both teachers and students, as they can be used as a framework to help ensure the successful use of pedagogic blogs.

dc.format.extent61-74
dc.languageen
dc.language.isoen
dc.publisherElsevier
dc.subjectBlogs
dc.subjectHigher education
dc.subjectSocial media
dc.subjectSEM
dc.subjectPLS
dc.titleStudent learning in higher education through blogging in the classroom
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000467892100005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.volume136
plymouth.publisher-urlhttp://dx.doi.org/10.1016/j.compedu.2019.03.011
plymouth.publication-statusPublished
plymouth.journalComputers and Education
dc.identifier.doi10.1016/j.compedu.2019.03.011
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Business School
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA17 Business and Management Studies
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2019-03-24
dc.rights.embargodate2020-9-25
dc.identifier.eissn1873-782X
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1016/j.compedu.2019.03.011
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2019-07
rioxxterms.typeJournal Article/Review


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV