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Empirically Examining the Effectiveness of Teaching Blogs on University Course Instruction

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  • Yu-Min Wang
  • Chei-Chang Chiou

Abstract

Blogs have the potential to be integrated as learning tools to help students learn and reflect. Many educators have incorporated the use of teaching blogs to enhance teaching and learning outcomes in higher education settings. However, research conducted to empirically examine the effectiveness of blog use in education is rare. This study intends to help fill the remaining gaps in the research; there are two main purposes: (1) to examine, using a field quasi-experiment, whether the use of teaching blogs in university course instruction enhances student learning outcomes; and (2) to empirically understand the determinants and impacts of the extent of student blog use on university’s course learning via a questionnaire analysis. Two separate studies were conducted. The experimental results of Study 1 show that using teaching blogs not only enhances learner satisfaction, but also increases university students’ learning achievement. The Study 2 results show that higher quality teaching blogs positively influence the extent of student blog use, which in turn positively influences student learning satisfaction and achievement. This study extends our knowledge and insights regarding the use of teaching blogs within the higher education domain.

Suggested Citation

  • Yu-Min Wang & Chei-Chang Chiou, 2022. "Empirically Examining the Effectiveness of Teaching Blogs on University Course Instruction," SAGE Open, , vol. 12(3), pages 21582440221, July.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:3:p:21582440221104782
    DOI: 10.1177/21582440221104782
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    1. Ahmed Ibrahim Alzahrani & T. Ramayah & Nalini Suppiah & Osama Alfarraj & Nasser Alalwan, 2020. "Modeling Blog Usage From a Developing Country Perspective Using Structural Equation Modeling (SEM)," SAGE Open, , vol. 10(3), pages 21582440209, July.
    2. Clare Wright & Clare Furneaux, 2021. "‘I Am Proud of Myself': Student Satisfaction and Achievement on an Academic English Writing MOOC," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 11(1), pages 21-37, January.
    3. Adeola Abdulateef Elega & Bahire Efe Özad & Felix Oloyede & Olabola Taye Omisore & Omar Abu Arqoub, 2020. "Has Blog Reader–Focused Research Evolved?," SAGE Open, , vol. 10(4), pages 21582440209, November.
    4. William H. DeLone & Ephraim R. McLean, 1992. "Information Systems Success: The Quest for the Dependent Variable," Information Systems Research, INFORMS, vol. 3(1), pages 60-95, March.
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