Learner Interactions Through Blog-Based Learning
Since I have recently started this blog and am an instructional designer, I am curious about the relationship between blogging and learning. There have been studies about the use of blogging in the classroom as a means of learner reflection and sharing of "lessons learned" through project-based learning (Arturo et al., 2022), having learners submit blog posts on a single subject for the entirety of a course as their primary project that is shared with and critiqued by peers (Lloyd, 2021), how learners use blogs to socialize and communicate with their peers about more than classwork (Kadir & Tasir, 2020), and so on. The main takeaway from these examples is that it is possible to learn through blogging, referred to as "blog-based learning." What I have noticed about this type of learning are the many meaningful connections, interactions, and dialogues learners may experience through blogging in conjunction with their studies, which I will explore further here.
Five Types of Learner Interactions
In the context of an online course or training program, there are five types of interactions learners experience:
Learner-to-instructor: This is a dialogue between a learner and their instructor where the instructor offers personalized feedback to the learner; this type of interaction is important because feedback strengthens the learner's connection with course content (Ornelles et al., 2019), and it serves as a chance for the learner to consult a subject matter expert (SME).
Learner-to-learner: This is a dialogue between learners planned by a course designer that occurs during course discussions, project collaborations, and more; this type of interaction is important because it builds a (sense of) community of inquiry that creates a collective intelligence, it strengthens extrinsic motivation, and it allows learners to "share in the creation of course knowledge" (Moore, 1997). This type of interaction was Moore's primary tactic for achieving a low transactional distance in a distance course.
Learner-to-content: This is a "dialogue" between the subject matter expert who decided on the course content and the learner; this type of interaction is important because the content is why the learner was intrinsically motivated to take the course, which is especially true for adult learners. Moore referred to this type of interaction as a virtual dialogue (Moore, 1997).
Learner-to-interface: This is a virtual "dialogue" between the instructional designer and the learner; it is important because, as with other types of interactions, it strengthens the learner's connection with course content.
Learner-to-self: This is a dialogue that a learner has with their past, present, and future selves; this type of reflective interaction is important because the learner knows why they enrolled in a course, and they will be self-evaluating and self-monitoring through self-directed learning (autonomy). Despite its evident importance, learner-to-self interaction is often overlooked and underutilized.
Blogging & Blog-Based Learning
Short for "weblog," a blog is a social Web 2.0 tool where people share their thoughts and opinions without restriction about various topics for diverse reasons (Harmon, 2022). Blogging is helpful for self-reflection, sharing lessons learned as they are discovered, and even problem-solving, where the problem may be synthesizing information to develop something original (Kadir & Tasir, 2020). One widespread use of blogging is sharing thoughts about work and work culture, also known as work-based blogging, which can be viewed as self-appointed work (writing requires labor) about work for workers (Parry & Hracs, 2020). You can blog to move up the ladder in your industry, how strongly you feel about going down it, or how the ladder needs to change.
While pursuing a master's degree at the American College of Education (ACE), I submitted weekly posts to discussion boards and offered feedback to my peers as they did the same for me. Without realizing it, I was blogging regularly, yet internally. In doing so, I learned much through writing itself, reading others' posts, and offering and receiving constructive criticism. Through these intended interactions, I socially constructed new knowledge that I could potentially use to generate future posts on my blog to start dialogues with current and future colleagues and clients. Put simply, I was learning through blogging. You can learn more about my project-based work at ACE here.
Learner Interactions & Blog-based Learning
Using the five types of learner interactions listed above, here are the types of social and constructivist connections, interactions, and dialogues learners can experience through the social lens of blog-based learning:
Blogger-to-instructor: Though one would think of students doing the blogging, teachers, instructors, and trainers can submit their own blog posts for students to read. This scenario allows students to better understand their teacher's informed point of view, learn from their experiences, and begin an open dialogue with them. Moreover, teachers can comment on learners' original blog posts to provide feedback and persuade them to dig deeper into their ideas.
Blogger-to-blogger: This one is powerful. Imagine a project- or problem-based course where all learners blogged about what they learned through their work. Though learners usually need to respond to their peers' original posts as part of an assignment, meaningful interactions can occur where they learn from, confide in, have sympathy for, and empathize with others – all in a single cohort of learners. Now, imagine that this course was designed for healthcare workers learning new policies and procedures during the height of the COVID-19 pandemic, and they are prompted to blog about their experiences to the general public. This learning environment realized through an online blog is where a community is born, where people share their thoughts and frustrations while others offer advice and support.
Blogger-to-content: Remember that this interaction is between the learner and subject matter experts. In the context of a blog, any research a learner has done to collect ideas and synthesize them into newly constructed knowledge is a virtual dialogue with the original content authors. What is interesting about this interaction is that a subject matter expert who is contemporary with the blogger has the same access to the public blog as everyone else does, and a virtual dialogue could become a near real-time one via the comment section. I would love to talk with any article authors I referenced in this blog post.
Blogger-to-interface: I wrote this blog post in Grammarly with the style guide set to APA 7, and then I brought the copy into Squarespace to format. Also, I searched through Unsplash (via Squarespace's interface) for a copyright-free cover photo that matches the subject matter. Throughout this process, I constantly thought about my topic (learner interactions and blog-based learning) and ensured that every choice I made was related. The subject matter is academic, hence APA 7. I used different sections for the two topics and bullet points to connect them visually. Furthermore, the image was intriguing and tied in nicely with the content. With each interface I used, I stayed focused on the subject matter and learned about it through each decision made.
Blogger-to-self: Regardless of how much research and outlining I do to prepare for a blog post, I usually only know what I want to say once I write it in a complete sentence, a complete thought. For me, the act of writing and the process of composing or synthesizing my thoughts are one and the same. The moment I publish a post – whether on a discussion board for a school assignment, this brand new blog on my portfolio website, or a carefully crafted retort in a YouTube comment section – the words I have written look and feel different to me, as if someone else had written them. At that moment, I am presently conversing with my past self about what I have written and looking to my future self about what I might do differently next time.
A blog post is more than a space to share thoughts and feelings. It is an invitation to connect, interact, and have a dialogue with your community.
References
Arturo, J., Arbe, J. M. B., Pérez, C. D., & Arruabarrena, R. (2022). Creation and sharing of lessons learned by blogging in the context of Project-Based Learning. IEEE Access, 10, 114346–114354. https://doi.org/10.1109/access.2022.3217473
Harmon, A. (2022). Blog. Salem Press Encyclopedia.
Kadir, N. I. A., & Tasir, Z. (2020). Students' Perceptions and Information-Sharing Patterns in Learning Authoring System Course through Blogging. International Journal of Emerging Technologies in Learning (Ijet). https://doi.org/10.3991/ijet.v15i19.10950
Lloyd, C. (2021). Blogging as a tool for Real-Time Learning in Medical Microbiology. Frontiers in Microbiology, 12. https://doi.org/10.3389/fmicb.2021.576145
Moore, M. (1997). Theory of transactional distance. In Keegan, D. (Ed.). (2016). Theoretical principles of distance education (1st ed.). Routledge. https://doi.org/10.4324/9780203983065
Ornelles, C., Ray, A. B., & Wells, J. C. (2019). Designing online courses in teacher education to enhance adult learner engagement. International Journal of Teaching and Learning in Higher Education, 31(3), 547–557.
Parry, J., & Hracs, B. J. (2020). From leisure to labour: Towards a typology of the motivations, structures and experiences of work‐related blogging. New Technology, Work & Employment, 35(3), 314–335. https://doi.org/10.1111/ntwe.12179
