Understanding Student Self-Disclosure Typology through Blogging

Authors

Vernon B. Harper, Christopher Newport UniversityFollow
Erika J. Harper, Regent UniversityFollow

Abstract

Significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. Blogging is an increasingly popular web tool that can potentially aid educators by encouraging student self-disclosure. Both content analysis and focus groups were used to assess whether student self-disclosure reveals in descriptive, topical, and evaluative categories. The results indicate that blogging encourages student self-disclosure, and the implications of these findings are also discussed.

Keywords

Blogging, Self-Disclosure, Education, Learning, and Internet Tools

Publication Date

6-1-2006

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2006.1673

Recommended APA Citation

Harper, V. B., & Harper, E. J. (2006). Understanding Student Self-Disclosure Typology through Blogging. The Qualitative Report, 11(2), 251-261. https://doi.org/10.46743/2160-3715/2006.1673