Main Article Content
Research has shown that active learning techniques increase students’ ability to find solutions to problems and help students to think critically about problems. In a technology-driven global arena, in which students will have to compete after they matriculate, effective instruction should advocate effective use of technology incorporating active learning techniques. These techniques should enhance students’ oral and written communication, technological competence, information literacy and critical analysis skills. The purpose of this study is to explore students’ perceptions of blogging as an effective teaching and learning tool for research methods. The study explores if blogging increases students’ performance, if it improves their appreciation of the subject matter and if it reduces their fear/anxiety of the material. The results indicate that blogging could be a viable and effective tool to engage and impact students’ performance.
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Ajayi, L. (2015). Innovative approaches in English-Language Arts: How two teachers
teach high school students to use multimodal resources for interpretation of
Romeo and Juliet and Macbeth. Journal of Literacy and Technology, 16(1), 65
Ball, C., & Pelco, L. (2006). Teaching Research Methods to Undergraduate
Psychology Students Using an Active Cooperative Learning Approach. International Journal of Teaching and Learning in Higher Education, 17(2), 147-154.
Beach, R. (2012). Uses of digital tools and literacies in the English Language Arts
classroom. Research in the Schools, 19(1), 45-59.
Benson, A. & Blackman, D. (2003). Can research methods ever be interesting?
ActiveLearning in Higher Education, 4(1), 39-55.
Briggs, L., Brown, S., Gardner, R., & Davidson, R. (2009). D.RA.MA: An Extended
Conceptualization of Student Anxiety in Criminal Justice Research Methods Courses. Journal of Criminal Justice Education, 20(3), 217-226.
Brown, S. (1982). Research methods and criminal justice curricula: Surmounting
the obstacles. Criminal Justice Review, 7(1), 11-16.
Buehl, D. (2011). Developing readers in the academic disciplines. Newark, DE:
International Reading Association.
Chamberlain, E. (2017). Extending the classroom walls: using academic blogging as an
intervention strategy to improve critical literacy skills with elementary students.
International Journal of Primary, Elementary and Early Years Education, 45
Colwell, J. (2012). Using a collaborative blog project to introduce disciplinary literacy
strategies in social studies pre-service teacher education. Journal of School Connections, 4(1), 25–52.
Doyle, W., & Rutherford, B. (1984). Classroom Research on Matching Learning Style
and Teaching Style. Theory into Practice, 23(1), 20-26.
Dunn, R., & Dunn, K. (1978). Teaching students through heir individual learning
styles. Reston, VA: Reston Publishing.
Epstein, I. & Ray, A. (2014). Nursing students’ experiences on blogging in the
classroom: Linking between ethics and pedagogy. Journal of Nursing
Education and Practice 4(4), 37-44.
Gjestland, J. (2008). The Importance of Teaching Research Methods to Undergrads.
Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California, Feb 22, 2008.
Goldman, R., Cohen, A., & Sheahan, F. (2008). Using Seminar Blogs to Enhance
Student Participation and Learning in Public Health School Classes. American Journal of Public Health, 98(9), 1658-1663.
Gordon, J., Barnes, C & Martin, K. (2009). Undergraduate Research Methods: Does
Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format. Journal of Criminal Justice Education, 20(3), 227-248.
Greek, C.E. (1995). Using Active Learning Strategies in Teaching Criminology: A
Personal Account. Journal of Criminal Justice Education, 6(1), 153-164.
Kerawalla, L., Minocha, S., Kirkup, G., & Conole, G. (2009). An empirically grounded
framework to guide blogging in higher education. Journal of Computer Assisted Learning, 25(1), 31-42.
Lanier, M. (2002). A Pedagogical Aid For Linking Methodological And Statistical
Courses. Journal of Criminal Justice Education, 13(1), 155-167.
Lee, L. (2010). Fostering reflective writing and interactive exchange through
blogging in an advanced language course. ReCALL, 22(02), 212-227.
McGrail, E. & Davis, A. (2011). The influence of classroom blogging on elementary
student writing. Journal of Research in Childhood Education, 25(4), 415-437.
Myers, L.B. and Myers, L.J. (1995). Criminal Justice Computer Literacy: Implications
for the Twenty-First Century. Journal of Criminal Justice Education, 6(2), 281-297.
Oomen-Early, J., & Burke, S. (2007). Entering the Blogosphere: Blogs as Teaching &
Learning Tools In Health Education. International Electronic Journal of Health Education, 10, 186-196.
Sheldrake, R. & Watkin, N. (2013). Teaching the iGeneration: What Possibilities Exist in
and beyond the History Classroom? Teaching History, 150, 30-35.
Sims, B. (2006). Creating a Teaching and Learning Environment in Criminal Justice
Courses that Promotes Higher Order Thinking. Journal of Criminal Justice
Education, 17(3), 336-357.
Stewart, A.R.; Reid, J.M. & Stewart, J,C. (2014) Students engaging in diversity: blogging
to learn the history of jazz. Teaching in Higher Education, 19 (8), 931-
, DOI: 10.1080/13562517.2014.934349
Stocker, D. K., Griffin, P. M., & Kocher, C. J. (2011). Evaluating the knowledge and use of Web 2.0 technology among criminal justice students at two-year and graduate level institutions of higher learning. Sociological Viewpoints, 27, 76-93.
Wickens, C.M.; Manderino, M.; & Glover, E.A. (2015). Developing Disciplinary
Literacy through Classroom Blogging. Voices from the Middle, 22(3), 24-32.