TY - JOUR
T1 - Cooperative weblog learning in higher education
T2 - Its facilitating effects on social interaction, time lag, and cognitive load
AU - Huang, Tien Chi
AU - Huang, Yueh Min
AU - Yu, Fu Yun
N1 - Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2011
Y1 - 2011
N2 - This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were randomly divided into two groups. Students in the comparison group engaged in Jigsaw learning activities in the classroom, while the experimental group used a weblogging system during parts of the cooperative processes. Two findings were found. (1) Weblogs with Jigsaw cooperative learning activities, promoted better social interactions than those found in the comparison group. (2) RSS feeds and keyword searches made important contributions to cooperative learning, more than had been previously identified in the literature. These two components were found to alleviate cognitive overload and the consequences of time lag. Consequently, this study provides new insights into the role of weblogging in higher education.
AB - This paper examines the effects of using weblog technologies to support cooperative learning in higher education. The study focused on the effects of features embedded in weblogs on social interactions, time lags, and cognitive loads. A quasi-experimental control-group research design was adopted. The participants were 115 undergraduates who were randomly divided into two groups. Students in the comparison group engaged in Jigsaw learning activities in the classroom, while the experimental group used a weblogging system during parts of the cooperative processes. Two findings were found. (1) Weblogs with Jigsaw cooperative learning activities, promoted better social interactions than those found in the comparison group. (2) RSS feeds and keyword searches made important contributions to cooperative learning, more than had been previously identified in the literature. These two components were found to alleviate cognitive overload and the consequences of time lag. Consequently, this study provides new insights into the role of weblogging in higher education.
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M3 - Article
AN - SCOPUS:79952846862
SN - 1176-3647
VL - 14
SP - 95
EP - 106
JO - Educational Technology and Society
JF - Educational Technology and Society
IS - 1
ER -