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An Exploratory Study of Incorporating Blogfolios Into a College Writing Course

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  • 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)

  • Ho-Yuan Chen

    (Center for Teacher Education, Tunghai University, Taichung, Taiwan)

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.

Suggested Citation

  • Jerry Chih-Yuan Sun & Geoffrey Middlebrook & Otto Khera & Ho-Yuan Chen, 2018. "An Exploratory Study of Incorporating Blogfolios Into a College Writing Course," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 8(2), pages 1-15, April.
    • Handle: RePEc:igg:jopcd0:v:8:y:2018:i:2:p:1-15
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