Networking to Learn: Blogging for Social and Collaborative Purposes

Abstract

This study employs a case study model to documenting the evolution of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach, from completely face-to-face (f2f) to predominantly online. The focus is on learners’ use of social networking software for collaboration and the formation of a community of learners and practitioners. Reflective and social computing tools included chat, blogs, and wikis. Based on grounded research methods, techniques such as surveys, problem-based focus groups and short answer responses were used to collect data on learners’ experiences. Information collected from these instruments is presented and compared to the reflective pieces produced by students in their blogs, and the projects they created. Due to the multinational composition of the class, some commentary on intercultural perspectives on experiential pedagogy and working with social networking software is also offered.