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Investigation of the Generational Differences of Two Types of Blog Writers: The Generation Gap Influence

Investigation of the Generational Differences of Two Types of Blog Writers: The Generation Gap Influence

Benazir Quadir, Nian Shing Chen, Jie Chi Yang
Copyright: © 2019 |Volume: 17 |Issue: 4 |Pages: 17
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522563976|DOI: 10.4018/IJDET.2019100104
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MLA

Quadir, Benazir, et al. "Investigation of the Generational Differences of Two Types of Blog Writers: The Generation Gap Influence." IJDET vol.17, no.4 2019: pp.54-70. http://doi.org/10.4018/IJDET.2019100104

APA

Quadir, B., Chen, N. S., & Yang, J. C. (2019). Investigation of the Generational Differences of Two Types of Blog Writers: The Generation Gap Influence. International Journal of Distance Education Technologies (IJDET), 17(4), 54-70. http://doi.org/10.4018/IJDET.2019100104

Chicago

Quadir, Benazir, Nian Shing Chen, and Jie Chi Yang. "Investigation of the Generational Differences of Two Types of Blog Writers: The Generation Gap Influence," International Journal of Distance Education Technologies (IJDET) 17, no.4: 54-70. http://doi.org/10.4018/IJDET.2019100104

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Abstract

This study aimed to gain insights into the differences in perceptions of blog writing of two types of writers (i.e., digital natives [DNs] vs. digital immigrants [DIs]). The study focused on the generational literature and Web 2.0 as an online writing platform, investigating the generational differences in DN and DI writers' perceptions on a blog-based writing platform. The “WritingGen” blog was developed for this study to provide a web-based writing place to facilitate writers' writing and editing practices. An empirical study was conducted involving 34 Taiwanese blog writers with five hypotheses to be verified. Data were analyzed using independent samples t tests and logistic regression. The results revealed that the DN writers have significantly more positive attitudes toward blog writing, higher frequencies in blog-based writing behavior, perceived higher satisfaction, and higher knowledge acquisition than the DI writers. Based on these findings, pedagogical implications are provided.

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