Blogs vs WIKI as a reflection tool in Moodle: A Case Study

Content Provider	Semantic Scholar
Author	Drange, Tom Irons, Alastair Sutherland, Iain Nor, Glenn
Copyright Year	2016
Abstract	Lifelong learning is said to encompass “lifelong”, “lifewide” and “voluntary and self-motivated” learning (Department of Education and Science, 2000) and it has been increasingly important to provide a foundation for this as part of higher education (Bologna Process European Higher Education Area, 2014)(Leuven/Louvain-laNeuve Communiqué, 2009). Marjan Laal (2011) also states “LLL will not only develop individuals to become responsible to themselves and their communities, but understand and involve actively at all levels of their societies”. Research has shown that students need to have a metacognitive awareness to be able to learn, unlearn and relearn. Metacognition refers to the your knowledge concerning your own process of learning and the strategies you use to reach a goal. Self-reflection is one way of achieving this knowledge. Noroff University College (NUC) has been using the integrated blogs in Moodle as reflective journal tool for a Bachelor program in Digital Forensics (DF). However, some issues have surfaced such as the lack of interaction between the students on these blogs and the assessment of the blogs. In an attempt to mitigate these issues, two of the courses offered in the DF program have included the Wiki activity in Moodle to be used as a reflective journal in addition to the blogs. Six students have participated in these courses and they were instructed to use both their blogs and the Wiki, and the information in one should not differ from the other. Two lecturers were involved in both delivering the two courses and assessing the reflective journals. This paper will compare the use of the two tools, with a specific focus on the ease of use, the level of interaction encouraged by the tools, and the benefits and drawbacks of the two. We have also conducted an interview with the students involved regarding the use of the tools and the level of interaction. The authors of this paper have also included a summary from the lecturers involved. Based on this summary and the interviews with the students, we have provided a table showing the benefits and drawbacks of using these tools as a reflective journal and concluded on a recommendation.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://sure.sunderland.ac.uk/id/eprint/6286/1/BlogVsWiki.pdf
Alternate Webpage(s)	http://sure.sunderland.ac.uk/6286/1/BlogVsWiki.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article