Churchill, D. (2009), Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40: 179–183. doi: 10.1111/j.1467-8535.2008.00865.x Postgraduates in Hong Kong use Blogs, in a case study
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2008.00865.x/abstract Liu, E. Z. F., Shih, R. C. and Tsai, Y. L. (2011), Hyperlink network analysis of the educational blog. British Journal of Educational Technology, 42: E25–E29. doi: 10.1111/j.1467-8535.2010.01150.x hyperlink study of educational blogs
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01150.x/abstract Wang, Y.-S., Lin, H.-H. and Liao, Y.-W. (2011), Investigating the individual difference antecedents of perceived enjoyment in students' use of blogging. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01151.x With the proliferation of weblogs (blogs) used in educational contexts, gaining a better understanding of why students are willing to blog has become an important topic for practitioners and academics. The main purpose of this study is to explore the individual difference antecedents of perceived enjoyment and examine how they influence blogging intention through the mediation of perceived enjoyment. Based on previous literature, the Big Five personality traits (ie, extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), as well as computer self-efficacy and personal innovation in information technology, are hypothesised as potential antecedents of perceived enjoyment in the acceptance of blogging. Data collected from a sample of 358 students at seven universities in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that extraversion, agreeableness, conscientiousness and personal innovation in information technology have a significant influence on perceived enjoyment, which in turn significantly influences blogging intention. The findings of this study provide several theoretical and practical implications for educational uses of blogging http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01151.x/abstract Minocha, S., Schroeder, A. and Schneider, C. (2011), Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01131.x Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01131.x/abstract Liu, E. Z. F. and Chang, Y. F. (2010), Gender differences in usage, satisfaction, self-efficacy and performance of blogging. British Journal of Educational Technology, 41: E39–E43. doi: 10.1111/j.1467-8535.2009.00939.x
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2009.00939.x/abstract
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2008.00865.x/abstract Liu, E. Z. F., Shih, R. C. and Tsai, Y. L. (2011), Hyperlink network analysis of the educational blog. British Journal of Educational Technology, 42: E25–E29. doi: 10.1111/j.1467-8535.2010.01150.x hyperlink study of educational blogs
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01150.x/abstract Wang, Y.-S., Lin, H.-H. and Liao, Y.-W. (2011), Investigating the individual difference antecedents of perceived enjoyment in students' use of blogging. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01151.x With the proliferation of weblogs (blogs) used in educational contexts, gaining a better understanding of why students are willing to blog has become an important topic for practitioners and academics. The main purpose of this study is to explore the individual difference antecedents of perceived enjoyment and examine how they influence blogging intention through the mediation of perceived enjoyment. Based on previous literature, the Big Five personality traits (ie, extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), as well as computer self-efficacy and personal innovation in information technology, are hypothesised as potential antecedents of perceived enjoyment in the acceptance of blogging. Data collected from a sample of 358 students at seven universities in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that extraversion, agreeableness, conscientiousness and personal innovation in information technology have a significant influence on perceived enjoyment, which in turn significantly influences blogging intention. The findings of this study provide several theoretical and practical implications for educational uses of blogging http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01151.x/abstract Minocha, S., Schroeder, A. and Schneider, C. (2011), Role of the educator in social software initiatives in further and higher education: A conceptualisation and research agenda. British Journal of Educational Technology, 42: no. doi: 10.1111/j.1467-8535.2010.01131.x Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01131.x/abstract Liu, E. Z. F. and Chang, Y. F. (2010), Gender differences in usage, satisfaction, self-efficacy and performance of blogging. British Journal of Educational Technology, 41: E39–E43. doi: 10.1111/j.1467-8535.2009.00939.x
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2009.00939.x/abstract
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