Keywords
Blogging
Teachers
Internships
University
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Copyright (c) 2017 Nives Egger
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Weblogs are being increasingly used in higher education to support the learning and reflection processes of students. In teacher training, they are often employed in school internships or practical training phases. Students assess the usefulness of weblogs differently. However, little is known regarding the influence of peer feedback on the quantity and quality of blog postings and the perceived value of weblogs for students. In the present study, a sample of 74 students enrolled in teacher preparation programs used weblogs during a 4-week school internship to write about and reflect on stressful situations experienced during classroom teaching – one group with, and one without peer feedback. The results show that students who had received peer feedback and had commented on other blog posts themselves, judged weblog use to be more valuable and reported a more positive attitude and a higher motivation towards using them. However, no difference was found between groups with and without peer feedback regarding the length of blog postings or the time spent on writing them.References
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