An Exploratory Study of Incorporating Blogfolios Into a College Writing Course

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Author(s): Jerry Chih-Yuan Sun (Institute of Education, National Chiao Tung University, Hsinchu, Taiwan), Geoffrey Middlebrook (The Writing Program, University of Southern California, Los Angeles, USA), Otto Khera (College of Education, Curriculum and Instruction, New Mexico State University, Las Cruces, USA)and Ho-Yuan Chen (Center for Teacher Education, Tunghai University, Taichung, Taiwan)
Copyright: 2018
Volume: 8
Issue: 2
Pages: 15
Source title: International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan)and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.2018040101

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

The purpose of this article is to evaluate the effectiveness of the customized blog and eportfolio (“blogfolio”) platform, a hybrid tool for teaching advanced undergraduate writing courses at a large research universities in the southwestern U.S. By combining a blogfolio platform and academic writing, this article promotes the development of students' academic community identity and generates a better sense of identity and commitment among them towards their future career in their professional disciplines. The authors reviewed and synthesized articles and theories relevant to educational blogging and digital portfolios. In addition, the authors examined the impacts of the blogfolio on student learning and professional development based on data collected from surveys, blog entries, and server activity logs.

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An Exploratory Study of Incorporating Blogfolios Into a College Writing Course

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