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dc.contributor.authorFakude, Lorraine
dc.date.accessioned2015-04-13T09:14:52Z
dc.date.available2015-04-13T09:14:52Z
dc.date.issued2014
dc.identifier.citationFakude, L.P. (2014). Blogging to enhance reflective and collaborative learning. African Journal for Physical, Health Education, Recreation and Dance, October (Supplement 1:1), 61-68.en_US
dc.identifier.issn1117-4315
dc.identifier.urihttp://hdl.handle.net/10566/1416
dc.description.abstractThis study explored the educational benefit and value of blogging by postgraduate nursing students registered for Masters in Nursing Education in order to become professional nurse educators. The researcher assumed that blogging could improve collaborative learning among postgraduate students and enhance reflective practice skills. Critical reflection on experiences is envisaged to allow lecturers and students to develop a deeper understanding of themselves. Salmon’s five-stage model of online learning was used as it can provide valuable insight into how blogs can be utilised in online learning. The whole class was trained to set up group blogs by colleagues from the Centre for Innovative Educational and Communication Technologies at the university. Within their blogs they engaged with issues relating to curriculum development, also giving own reflections on these issues. Students were assessed on how well they reflected and commented on specific topics, concepts and principles. The students were initially challenged by this activity and seemed frustrated by low levels of engagement with colleagues within their blogs. The facilitator noticed adequate engagement in two of the three group blogs, where the students exchanged thoughts and ideas and shared experiences. On reflection, they expressed very positive attitudes toward use of blogs as a platform to reflect on their learning and teaching. The blog of the third group of students was dormant, with very limited activity. It is important that facilitators carefully select appropriate technological tools or strategies for teaching and learning, and do not assume that students will be comfortable with the technology even after training and preparation.en_US
dc.language.isoenen_US
dc.publisherAFAHPER-SDen_US
dc.rightsPublisher has given permission for this paper to appear in the Repository. Copyright is retained by publisher.
dc.subjectBloggingen_US
dc.subjectNurse educatorsen_US
dc.subjectReflective practiceen_US
dc.subjectCollaborative learningen_US
dc.subjectReflective learningen_US
dc.subjecte-Pedagogy
dc.titleBlogging to enhance reflective and collaborative learningen_US
dc.typeArticleen_US
dc.privacy.showsubmitterfalse
dc.status.ispeerreviewedtrue
dc.description.accreditationDepartment of HE and Training approved listen_US


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