Volume 15, Number 2, Winter 2017
Prewriting with Blogs: An Exploration of Interactions among Postsecondary Students
Abstract
The current state of writing at the postsecondary level has raised many concerns regarding basic writing skills and academic writing skills among all levels of students. Blogs have been identified as an effective digital tool to facilitate collaborative tasks aimed to improve writing during the revising stage. However, there is little existing research that specifically looks at the use of blogs during the prewriting stage of writing. Guided by a sociocultural theoretical framework, this study employed a qualitative research design to explore levels of blog interactions during the prewriting stage of writing among graduate students. Blog interactions were collected and analyzed qualitatively with grounded theory coding processes. Qualitative analyses resulted in the identification of four interrelated domains: static supportive, affective, connective, and dynamic supportive. Among these domains, 15 categories that further described blog interactions were found. Findings were reported for each category by domain and included descriptions, as well as supportive meaning units. Results were discussed, along with limitations and recommendations for future research endeavors.
Blurred Experiences: The Undefined Contours of Student Learning in Online Environments
Abstract
An Examination of Sense of Community in School Counseling Hybrid Courses
Abstract
The purpose of this study is to investigate students’ feelings of and desire for a sense of community (SOC) in hybrid school counseling courses and to identify contributing factors associated with students’ feelings of and desire for SOC. Results showed that the majority of the participants either moderately or strongly desired SOC, however about half of the participants reported lower than average scores in feelings of SOC. Female students and those who were enrolled in the theory course, had part-time jobs, had more advanced computer skills, and had fewer completed course credits were more likely to score higher in the total scores of feelings of SOC. Students who were in the theory course and had completed fewer course credits were more likely to perceive a higher level of SOC in the Learning Community Subscale. Students’ answers to the qualitative question revealed that students perceived the hybrid format as very flexible and they enjoyed the hybrid experiences. Discussions and implications of the results were included.
