Advances in E-learning - The Case of Blogging in U .K. School Geography

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dc.contributor.authorWood, Phil
dc.date.accessioned2023-12-05T21:12:46Z
dc.date.available2023-12-05T21:12:46Z
dc.date.issued2009
dc.description.abstractThis paper sets out results from a small scale investigation into the use of educational weblogs (edublogs) in U.K. geography education. Using frameworks introduced by Rey (2006) and Owen, Grant, Sayer, and Facer (2006), this investigation provides evidence of a developing blogging community of teachers who are using the opportunities the medium offers in a number of different ways. There is a widespread use of blogs for communicating resources and views, but far less evidence of their use in developing a consciously collaborative medium. However, whilst the evidence for collaboration is small, where it exists, it shows a clear potential for extending learning beyond the confines of the classroom.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent19 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationWood, P. (2009). Advances in e-learning - the case of blogging in U .K. school geography. Research in Geographic Education, 11(2), pp. 28-46.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17431
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2009, Vol. 11, No. 2, pp. 28-46.
dc.subjectgeography
dc.subjectblog
dc.subjectweb 2.0
dc.subjecte-learning
dc.subjectcollaborative learning
dc.titleAdvances in E-learning - The Case of Blogging in U .K. School Geography
dc.typeArticle

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