The case study in this article involves the use of blogging as part of the MBA program at the Brisbane Graduate School of Business (BGSB) at Queensland University of Technology. The finding of the case study was that blogging has the "potential to be a transformational technology for teaching and learning, and universities ought to give strong consideration to the setting up blog facilities within their learning management system (Williams & Jacobs, 2004).
Some background: BGSB is a school that likes to be out in front with technology. In 199 it began to offering study guides and online learning and teaching (OLT) aides for courses to students for a fee. This was very successful and course enrollment tripled as course fees doubles. The school's philosophy was to be very flexible in its delivery of its content. BGSB then branched out and began delivering content through sites where students could download: notes, slide presentations, problem solutions, past examination papers, chat spaces and discussion forums. Although most of these downloadable content forms meet there purpose, the discussion forums did not, so BGSB decided to try using blogs.
What they did:
Two courses in the MBA program were chosen to participate in the study. The students were not given any specific instructions regarding the use of the blog other than how to log on and how to post their comments. They were also told that if they posted five contributions during the six week course they would receive five points toward their grade. The students were not mandated to participate in the study. There was a possibility of 102 subjects between the two courses.
During June – July 2003 an online questionnaire was given to the students of both courses. There were 51 responses received. The results are summarized here:
Reason for not participating in the blog
Question 1: If you elected not to participate in the MBA Blog, which of the following options best describes the reason for your decision?
For the marks (points) available not worth the effort 33%
I would have like to participate, but I wasn't sure I'd have anything to contribute 33%
I just preferred to read what other people were writing 8%
Not everyone "participates" in a blog by making an entry. Some people "lurk" in the shadows and read the entries. Allen (2002) states that observing is a way for lurkers to "become familiar with the ways of participating and overcome fears."
Blog as a medium for facilitating learning
Question 2: Do you think the MBA Blog assisted with your learning in GSN414/GSN451 (the two chosen courses)?
Strongly agree 17%
Agree 49%
Neither agree nor disagree 23%
Disagree 6%
There is strong evidence here to support that the use of blogs facilitated learning with more than two-thirds of the respondents.
Blog as a medium for student interactivity
Question 3: Do you believe the MBA Blog increased the level of meaningful intellectual exchange between students more broadly?
Strongly agree 17%
Agree 60 %
Neither agree nor disagree 20%
Disagree 3%
As one student commented on his/her questionnaire: "6 week module timeframes can create significant challenges for opportunities for discussion and debate amongst participants – blogging offers an opportunity to express one's thoughts & to be party to the thoughts of others – often quite stimulating. The MBA in my view is about more than the "data" – it is the process of thinking which develops intelligence" (Williams & Jacobs, 2004).
The telling portion of this study though perhaps was that when asked if they would have participated in the blogging exercise had they not received points for it, more than 69% of the students replied that they would.
Critique:
What can be learned from this study? Blogging can have a place in the education arena. Will all results come out a favorably as this study? Of course not. Not all material is suited to be handled using blogs. Methodology and use of technology should always be based on individual circumstances, courses, students, instructors and learning environments.
I believe that blogs can be used in the same type of situation as described in the case study. In the study the researchers left the blogs form/function open to the students. Me, I think that is wise. I think blogs should be a free flow of information where students can exchange information on subjects that are important to them. It is a peer-to-peer teaching tool. On the other hand I also think that blogs can also be used in situations where the instructor controls the discussion. By that I mean he/she proposes a topic and then directs the flow of the comments.
References:
Allen, M. (2002). Voluntary participation in CMC tends to be limited. [Article's reference- this link does not work anymore.]
http://www.curtin.edu.au/home/allen/we3/igm/12050101.html
Williams, J. & Jacobs, J. (2002). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20(2), 232-247. Retrieved June 12, 2009. http://www.eprints.qut.edu.au/13066/1/13066.pdf
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After reading a few case studies on blogging used in teaching and learning, I noticed that there seems to be a trend where instructors do not offer students much if any guidelines to using the blog for the classroom and they also tend to provide little instruction on blogging in general. When I first thought about this I tended to think that it wasn’t a good idea, especially for first time bloggers. However, after reading your case study analysis, you have provided an alternate way of thinking about this “trend.” The idea that blogging should be an additional tool or added benefit to students taking a course is feasible and perhaps even a creative outlet. SO much of class requirements are required and having the option to use or not use a blog can work because everyone has a different set of technolgical skills. However, I wonder if by giving students that choice, would some not even try the blog because it wasn’t required? Also, how would blog use be measured/weighted for consistency purposes throughout the class if some do not use the blog? All things to ponder.
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