The tagblog: Exploring social web user contribution to encourage students to actively engage in learning content
- After leaving the lecture hall, students hardly reflect about the lesson's contents. To foster learning, the lesson content should be reorganised, elaborated and critically reflected. Tagging and blogging offer the opportunity to actively engage students in follow-up course work. This paper presents the results of a case study exploring the use of a social web application to encourage student contributions within the context of an undergraduate university seminar. The tagblog combines blogging, tagging and rating as three forms of online user contribution on Web 2.0 to develop a shared, emergent group knowledge repository. Blog posts, tags and comments are analysed to examine how user contributions reflect the active processing of learning content.
Author: | Markus Heckner, Silke Schworm |
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DOI: | https://doi.org/10.1504/IJWBC.2009.028088 |
ISSN: | 1741-8216 |
ISSN: | 1477-8394 |
Parent Title (English): | International Journal of Web Based Communities |
Publisher: | Inderscience Enterprises |
Place of publication: | Olney |
Document Type: | Article |
Language: | English |
Year of first Publication: | 2009 |
Release Date: | 2022/11/26 |
Tag: | blogging; blogs; contribution; higher education; learning content; rating; social web; student participation; tagging; tags; undergraduate seminars; universities; web 20; weblogs |
Volume: | 5 |
Issue: | 4 |
First Page: | 528 |
Last Page: | 542 |
Institutes: | Fakultät Informatik und Mathematik |
Begutachtungsstatus: | peer-reviewed |
Publication: | Externe Publikationen |
research focus: | Information und Kommunikation |
Licence (German): |