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Using Seminar Blogs to Enhance Student Participation and Learning in Public Health School Classes



Details

  • Personal Author:
  • Description:
    Objectives. We evaluated whether "seminar blogs" enhanced learning in a large graduate-level introductory public health school class. Methods. Sixty students were divided into 6 online blog groups. Students posted their assignments (case analyses, news commentaries), prompting comments from other students. Anonymous poll surveys of students were conducted at midpoint and at the end of the course. Results. Sixty percent reported that blog participation enriched their learning quite a bit, 34% a small amount, and 6% not at all; 54% said that the blogs provided opportunities to learn from classmates. When comparing writing on the blog to speaking in class, 60% found it easier, 30% about the same, and 10% harder. About 65% said that skills attained by participating in blogs were useful for current or future work. Major criticisms involved time issues. Conclusions. Small seminar blogs offer opportunities for increased student participation, interaction, and learning. To be most effective and appealing, assignments for postings need to allow sufficient time for commentary. This educational technology has potential to expand the classroom experience and is worthy of further development and testing. [Description provided by NIOSH]
  • Subjects:
  • Keywords:
  • ISSN:
    0090-0036
  • Document Type:
    Text
  • Funding:
    Grant
  • Genre:
    Journal Article
  • Place as Subject:
  • CIO:
    National Institute for Occupational Safety and Health (NIOSH)
  • Topic:
    Workplace Safety & Health
  • Location:
    North America
  • Volume:
    98
  • Issue:
    9
  • NIOSHTIC Number:
    nn:20060109
  • Citation:
    Am J Public Health 2008 Sep; 98(9):1658-1663
  • Contact Point Address:
    Rose H. Goldman, MD, MPH, Cambridge Hospital, 1493 Cambridge St, Macht Center, Suite 427, Cambridge, MA 02139
  • Email:
    gro.ecnaillahc@namdlogr
  • Federal Fiscal Year:
    2008
  • Performing Organization:
    Harvard School of Public Health
  • Peer Reviewed:
    True
  • Start Date:
    20050701
  • Source Full Name:
    American Journal of Public Health
  • End Date:
    20280630
  • Collection(s):
  • Main Document Checksum:
    urn:sha-512:4eae39395be5ca5b9bf3ec5bd32263503857d3f37d91bcae7e9539699f4ba84e035d0bc0af209b8267137fcb7c07c951590278c7387384771b0bbdc3a7e32523
  • Download URL:
  • File Type:
    Filetype[PDF - 164.01 KB ]
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