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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.

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Metadaten
Author:Markus Heckner, Silke Schworm
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):Keine Lizenz - Es gilt das deutsche Urheberrecht: § 53 UrhG
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