Abstract
Initially a tool for social networking and recreation, the blog has now found its way into education and become a platform for learning through social and cognitive constructivist discourse. Through blogging, students collaborate and scaffold their information in order to build knowledge. This educational process is encapsulated in the Cognitive of Inquiry Framework (Garrison, Anderson and Archer, 2000) which breaks it down into these elements: cognitive, social and teaching presences. The purpose of this study was to use this framework as a basis for exploring blogging in an English Immersion Program in a University in Singapore and to investigate the efficacy of blogging in improving students’ English writing skills.
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Lee, M.C. (2013). The Multifaceted Aspects of Blogging as an Educational Platform. In: Lam, J., Li, K.C., Cheung, S.K.S., Wang, F.L. (eds) Knowledge Sharing through Technology. ICT 2013. Communications in Computer and Information Science, vol 407. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-45272-7_6
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DOI: https://doi.org/10.1007/978-3-642-45272-7_6
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