Abstract
In the course of several years, we employed blogging assignments in an obligatory web design course. The assignment was able to attract interest of few students only, while the majority did not participate, or only very sparsely. It did not help much to make the assignment part of the course evaluation. The course received mixed reviews from the students. The students who were not really interested in the subject, or considered it too much work, complained. In last two years we tried to address this problem by introduction of a tight blogging schedule, and peer-reviews. As we report in this paper, this step radically improved the participation rate, and also learning outcomes were higher, however the student’s opinion of these activities was not amended.
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Bejdová, V., Homola, M., Kubincová, Z. (2014). Blogging in Obligatory Course: A Bitter Victory. In: Popescu, E., Lau, R.W.H., Pata, K., Leung, H., Laanpere, M. (eds) Advances in Web-Based Learning – ICWL 2014. ICWL 2014. Lecture Notes in Computer Science, vol 8613. Springer, Cham. https://doi.org/10.1007/978-3-319-09635-3_1
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DOI: https://doi.org/10.1007/978-3-319-09635-3_1
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