Leeds (UK), February 2010 – Positive impacts on learning through blogging, such as active knowledge construction and reflective writing, have been reported. However, not many students use weblogs, even when appropriate facilities are offered by their universities. Researchers Monika Andergassen, Reinhold Behringer, Janet Finlay, Andrea Gorra, and David Moore from Leeds Metropolitan University, UK have introduced their findings on the reasons for this apparent aversion
full report em: http://www.ejel.org/Volume-7/v7-i3/Andergassen_et_al.pdf
http://www.checkpoint-elearning.com/article/7710.html
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