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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
Included in
Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons
