Abstract:

This study examines students’ use of pseudonymous writing on blogs as a means of engaging with course material in college-level courses. The authors analyse qualitative data from course evaluations from over 40 sections of 13 different courses (N = 1011 students), which were offered between 2005 and 2010 on two different campuses in the northeastern United States. Findings reveal that students perceive improvement in their peer interactions and class participation when provided with the opportunity to further class discussions on class blogs under the guise of a pseudonym. The authors contend that using semi-public blogs as an alternative forum for discussion encourages students to read actively, improve their written communication skills, and engage in dialogue and meaning-making.

Author: A. Fiona Pearson, Scott P. Ellis