Research Article
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The Usage of Video Blog (vlog) in the “School Experience” Course: The Opinions of the Pre-service Teachers

Year 2018, Issue: 13, 161 - 177, 25.01.2018

Abstract

        The aim of this study is to provide that the
pre-service teachers make their individual video blogs and they reveal their
opinions about the process in the "school experience" course that is
among the teacher education programs and has been chosen in accordance with the
principles of forming vlog. Case study, one of the qualitative research patterns,
was used in this study. The data was collected through semi-structured
interviews. Criterion sampling which is one of the purposeful sampling methods
was used in determining the study group. The obtained data was analyzed by
content analysis. At the end of the research, the pre-service teachers
expressed opinions regarding that vlogs are useful mostly in professional and
technical terms. 
Accordingly, it was
observed that vlog contributes to recognizing the shortcomings, reviewing and
correcting them (reflective learning, self-regulation skill) and to the
development of self-expression, communication, information sharing, critical
thinking in terms of individual and social development. In addition,
pre-service teachers attracted attention to technical aspects such as easy
accessibility, common use and easy uploading-watching. On the other hand,
relating to the limitations of vlog, it was observed that the pre-service
teachers were tense, excited and shy in the video shoots and that they had
correction problems related to the wrong shootings and they had concerns about
confidentiality related to the videos. Educational inferences and
recommendations are also included in the results.

References

  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21-41.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Baym, N. K., & Markham, A. N. (2009). Introduction: Making smart choices on shifting ground. In A. N. Markham & N. K. Baym (Eds.). Internet inquiry (pp. 12-19). London: Sage Publications, Inc.
  • Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. In C. J. Bonk ve K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25-50). Mahwah, NJ: Erlbaum.
  • Burgess, J., & Green, J. (2009). YouTube: Online video and participatory culture. Cambridge: Polity Press.
  • Chander A., Gelman L., & Radin M. J. (2008). Securing privacy in the internet age. Stanford University Press: California.
  • Ching, G. S. (2012). Blog assisted learning: Experiences in learning business English vocabularies. International Journal of Research Studies in Educational Technology, 1(1), 3–12.
  • Chou, C. M. (2011). Student teachers socialization development by teaching blog: Reflections and socialization strategies. Turkish Online Journal of Educational Technology-TOJET, 10(2), 190–201.
  • Coutinho, C. P. (2007). Cooperative learning in higher education using weblogs: A study with undergraduate students of education in Portugal. Paper presented at 5th International Conference on Education and İnformation Systems, Technologies and Applications. Orlando, FL.
  • Cameron, M. P. (2012). Economics with training wheels: Using blogs in teaching and assessing introductory economics. Journal of Economic Education, 43(4), 397-407.
  • Costa, C., Helena Alvelos, H., & Teixeira, L. (2016). The use of Web 2.0 tools by students in learning and leisure contexts: a study in a Portuguese institution of higher education. Technology, Pedagogy and Education, 25 (3), 377-394.
  • Cavanagh, M., Bower, M., Moloney, R., & Sweller, N. (2014). The effect over time of a video-based reflection system on preservice teachers' oral presentations. Australian Journal of Teacher Education, 39(6), 1–16. Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss6/1
  • Chang, J., & Lewis, C. (2011). Towards a framework of Web 2.0 community success: A case of YouTube. Journal of electronic commerce in organizations, 9(2), 1-14.
  • Chenail, R. J. (2011). YouTube as a qualitative research asset: Reviewing user generated videos as learning resources. The Qualitative Report, 16(1), 229-235. Retrieved from: http://nsuworks.nova.edu/tqr/vol16/iss1/13
  • Churchill, D. 2009. Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179 - 83.
  • Davies, J., & Merchant, G. (2008). Web 2.0 for schools: learning and social participation. New York: Peter Lang Publishing.
  • De Wever, B., Hämäläinen, R., Voet, M., & Gielen, M. (2015). A wiki task for first-year university students: The effect of scripting students’ collaboration. The Internet and Higher Education, 25, 37–44.
  • Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in the field: Lessons learned from a fiasco. Paper presented at 5th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan.
  • Ferdig, R. E., & Trammell, K. D. (2004). Content delivery in the 'blogosphere'. T.H.E. Journal, 31(7), 12, 16-17.
  • Foley, N. M., Maher, B. M., & Corrigan, M. A. (2014). Social media and tomorrow’s medical students–how do they fit?. J Surg Educ. 71, 385–390.
  • Fox, H. L., & Cayari, C. (2016). Graduate students' readiness and perceptions of the pedagogical application of collaborative video logs. TechTrends: Linking Research and Practice to Improve Learning, 60(6), 585-590.
  • Frobenius, M. (2011). Beginning a monologue: The opening sequence of video blogs. Journal of Pragmatics, 43(3), 814-827.
  • Gao, W., Yonghong, T., Tiejun H., & Qiang Y. (2010). Vlogging: A survey of videoblogging technology on the web. ACM Computing Surveys (CSUR), 42(4), 15.
  • Glud, L. N., Buus, L., Ryberg, T., Georgsen, M., & Davidsen, J. (2010). Contributing to a learning methodology for Web 2.0 Learning – Identifying central tensions in educational use of web 2.0 Technologies. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell & T. Ryberg (Eds.), Seventh International Conference on Networked Learning (pp. 934- 942), Aalborg, Denmark.
  • Godwin-Jones, R. (2008). Emerging technologies. Webwriting 2.0: Enabling, documenting, and assessing writing online. Language Learning & Technology, 12(2), 7-13. Retrieved from: http://llt.msu.edu/vol12num2/emerging.pdf
  • Göktaş, Y., & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects on prospective teachers' ICT competencies and perceptions. Computers & Education, 58(3), 908–917.
  • Gürzap, C. (2007). Söz söyleme ve diksiyon. İstanbul: Remzi.
  • Halavais, A. I. (2005). Weblogs and collaborative web publishing as learning spaces. The Netherlands: Kluwer Academic Publishers/Springer Ferlag.
  • Hall, M., Hanna, L.A., & Huey, G. (2013). Use and views on social networking sites of pharmacy students in the United Kingdom. Am J Pharm Educ, 77(1), 9.
  • Herring, S. C., L. A. Schreit, Bonus, S., & Wright, E. (2005). Weblogs as a bridging genre. Information, Technology & People, 18(2), 142–71.
  • Hourigan, T., & Murray, L. (2010). Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework. Australasian Journal of Educational Technology, 26(2), 209-225.
  • Hrastinski, S., & Aghaee, N. M. (2011). How are campus students using social media to support their studies? An explorative interview study. Education and Information Technologies, 17(4), 451–464.
  • Hsu, Y. - C., Ching, Y.-H., & Grabowski, B. (2014). Web 2.0 applications and practices for learning through collaboration. In M. Spector, D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 747-758). Springer Academics.
  • Hsu, H-Y., Wang, S-K., & Comac, L. (2008). Using audioblogs to assist English-language learning: an investigation into student perception. Computer Assisted Language Learning, 21(2), 181–198.
  • Huang, Y.-M., Chen, M.-Y., & Mo, S.-S. (2015). How do we inspire people to contact aboriginal culture with Web 2.0 technology? Computers & Education, 86, 71-83.
  • Hung, S. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners’ perceptions. British Journal of Educational Technology, 42(5), 736-746.
  • İçel, K., & Ünver, Y. (2012). Kitle iletişim hukuku: Basın, radyo-televizyon, sinema-video, internet (9th ed.). İstanbul: Beta.
  • Jackson, B., & Wallin, J. (2009). Rediscovering the back and forthness of rhetoric in the age of YouTube. College Composition and Communication, 61(2), 374–396.
  • Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York, NY: New York University Press.
  • Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media: Creating value and meaning in a networked culture. New York, NY: NYU Press.
  • Jensen, M., Mattheis, A., & Johnson, B. (2012). Using student learning and development outcomes to evaluate a first-year undergraduate group video project. CBE Life Sciences Education, 11(1), 68–80.
  • Kajder, S., & Parkes, K. (2012). Examining preservice teachers’ reflective practice within and across multimodal writing environments. Journal of Technology and Teacher Education, 20(3), 229-249. Retrieved from https://www.learntechlib.org/p/37489
  • Karataş. F., & Cengiz, C. (2016). Özel öğretim yöntemleri II dersinde gerçekleştirilen mikro-öğretim uygulamalarının kimya öğretmen adayları tarafından değerlendirilmesi. Kastamonu Eğitim Dergisi, 24(2), 565-584.
  • Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and media activism. Review of Education, Pedagogy & Cultural Studies, 32(1), 3–36.
  • Karger, D. R., & Quan, D. (2005). What would it mean to blog on the semantic web? Web Semantics: Science, Services and Agents on the World Wide Web, 3(2-3), 147-157.
  • Knight, W. E., Hakel, M. D., & Gromko, M. (2006). The relationship between electronic portfolio participation and student success. The Annual Forum of the Association for Institutional Research. Retrieved from http://www.airweb.org/page.asp?page=73&a pppage=85&id=111
  • Lange, P. G. (2014). Kids on YouTube: Technical identities and digital literacies. Walnut Creek, CA: Left Coast Press.
  • Lee, J., & Bonk, C. J. (2016). Social network analysis of peer relationships and online interactions in a blended class using blogs. The Internet and Higher Education, 28, 35–44.
  • Liu, M. H. (2016). Blending a class video blog to optimize student learning outcomes in higher education. The Internet and Higher Education, 30, 44–53.
  • Matheson, D. (2004). Weblogs and the epistemology of the news: Some trends in online journalism. New Media & Society, 6(4), 443–468.
  • Michalski, M. P. (2014). Symbolic meanings and e-learning in the workplace: The case of an intranet-based training tool. Management Learning, 45(2), 145-166.
  • Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Mogallapu, A. (2011). Social network analysis of the video bloggers' community in YouTube. (Unpublished MA thesis), Missouri Unıversity of Science And Technology, Columbia, United States.
  • Murugesan, S. (2007). Understanding Web 2.0. IT professional, 9(4), 34-4.
  • Noel, L. (2015). Using blogs to create a constructivist learning environment. Procedia-Social and Behavioral Sciences, 174, 617–621.
  • O’Reilly, T. (2005). What is Web 2.0? Design patterns and business models for the next generation of software. Retrieved from http://www.oreillynet.com/1pt/a/6228
  • Parkes, K. A., & Kajder, S. (2010). Eliciting and assessing reflective practice: A case study in web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218–228. Retrieved from: http://www.isetl.org/ijtlhe
  • Parkes, K. A., Dredger, K. S., & Hicks, D. (2013). e-Portfolio as a measure of reflective practice. International Journal of ePortfolio, 3(2), 99–115. Retrieved from: http://www.theijep.com/pdf/IJEP110.pdf
  • Parmaxi, A., & Zaphiris, P. (2016). Web 2.0 in computer-assisted language learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 1-13.
  • Pavo, M.Á. H., & Rodrigo, J. C. (2015). Interaction analysis of a blog/journal of teaching practice. The Internet and Higher Education, 27, 32–43.
  • Peker, M. (2009). Genişletilmiş mikro öğretim yaşantıları hakkında matematik öğretmeni adaylarının görüşleri. Türk Eğitim Bilimleri Dergisi, 7(2), 353-376.
  • Sargın, M. (2006). İlköğretim öğrencilerinin konuşma becerilerinin değerlendirilmesi–Muğla ili örneğinde. (Unpublished MA thesis), Muğla University, Institute of Social Sciences, Muğla.
  • Shih, R. C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883–897.
  • Stever, G. S., & Lawson, K. (2013). Twitter as a way for celebrities to communicate with fans: Implications for the study of para-social interaction. North American Journal of Psychology, 15(2), 339–354.
  • Tan, S. M., Ladyshewsky, R. K., & Gardner, P. (2010). Using blogging to promote clinical reasoning and metacognition in undergraduate physiotherapy fieldwork programs. Australasian Journal of Educational Technology, 26(3), 355-368. Retrieved from: http://www.ascilite.org.au/ajet/ajet26/tan.html
  • Tang, E., & Lam, C. (2014). Building an effective online learning community (OLC) in blogbased teaching portfolios. The Internet and Higher Education, 20, 79–85.
  • Tess, P. A. (2013). The role of social media in higher education classes (real and virtual)–A literature review. Computers in Human Behaviour, 29, A60–A68.
  • Vygotsky, L. (1978). Mind in society. London: Harvard University Press.
  • Wan, L. (2010). Application of Web 2.0 technologies in E-learning context. International Conference on Networking and Digital Society, 437-440.
  • Wang, Y.-S., & Tang, T.-I. (2012). A model for evaluating e-learning blog success. Proceedings of the 2012 International Conference on Information and Computer Applications, 24, 13-17. Retrieved from: http://www.ipcsit.com/vol24/4-ICICA2012-A0018.pdf
  • Yang, C., & Chang, Y. S. (2012). Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning, 28, 126-135.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8th ed.). Ankara: Seçkin.
Year 2018, Issue: 13, 161 - 177, 25.01.2018

Abstract

References

  • Bandura, A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2, 21-41.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
  • Baym, N. K., & Markham, A. N. (2009). Introduction: Making smart choices on shifting ground. In A. N. Markham & N. K. Baym (Eds.). Internet inquiry (pp. 12-19). London: Sage Publications, Inc.
  • Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. In C. J. Bonk ve K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25-50). Mahwah, NJ: Erlbaum.
  • Burgess, J., & Green, J. (2009). YouTube: Online video and participatory culture. Cambridge: Polity Press.
  • Chander A., Gelman L., & Radin M. J. (2008). Securing privacy in the internet age. Stanford University Press: California.
  • Ching, G. S. (2012). Blog assisted learning: Experiences in learning business English vocabularies. International Journal of Research Studies in Educational Technology, 1(1), 3–12.
  • Chou, C. M. (2011). Student teachers socialization development by teaching blog: Reflections and socialization strategies. Turkish Online Journal of Educational Technology-TOJET, 10(2), 190–201.
  • Coutinho, C. P. (2007). Cooperative learning in higher education using weblogs: A study with undergraduate students of education in Portugal. Paper presented at 5th International Conference on Education and İnformation Systems, Technologies and Applications. Orlando, FL.
  • Cameron, M. P. (2012). Economics with training wheels: Using blogs in teaching and assessing introductory economics. Journal of Economic Education, 43(4), 397-407.
  • Costa, C., Helena Alvelos, H., & Teixeira, L. (2016). The use of Web 2.0 tools by students in learning and leisure contexts: a study in a Portuguese institution of higher education. Technology, Pedagogy and Education, 25 (3), 377-394.
  • Cavanagh, M., Bower, M., Moloney, R., & Sweller, N. (2014). The effect over time of a video-based reflection system on preservice teachers' oral presentations. Australian Journal of Teacher Education, 39(6), 1–16. Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss6/1
  • Chang, J., & Lewis, C. (2011). Towards a framework of Web 2.0 community success: A case of YouTube. Journal of electronic commerce in organizations, 9(2), 1-14.
  • Chenail, R. J. (2011). YouTube as a qualitative research asset: Reviewing user generated videos as learning resources. The Qualitative Report, 16(1), 229-235. Retrieved from: http://nsuworks.nova.edu/tqr/vol16/iss1/13
  • Churchill, D. 2009. Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179 - 83.
  • Davies, J., & Merchant, G. (2008). Web 2.0 for schools: learning and social participation. New York: Peter Lang Publishing.
  • De Wever, B., Hämäläinen, R., Voet, M., & Gielen, M. (2015). A wiki task for first-year university students: The effect of scripting students’ collaboration. The Internet and Higher Education, 25, 37–44.
  • Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in the field: Lessons learned from a fiasco. Paper presented at 5th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan.
  • Ferdig, R. E., & Trammell, K. D. (2004). Content delivery in the 'blogosphere'. T.H.E. Journal, 31(7), 12, 16-17.
  • Foley, N. M., Maher, B. M., & Corrigan, M. A. (2014). Social media and tomorrow’s medical students–how do they fit?. J Surg Educ. 71, 385–390.
  • Fox, H. L., & Cayari, C. (2016). Graduate students' readiness and perceptions of the pedagogical application of collaborative video logs. TechTrends: Linking Research and Practice to Improve Learning, 60(6), 585-590.
  • Frobenius, M. (2011). Beginning a monologue: The opening sequence of video blogs. Journal of Pragmatics, 43(3), 814-827.
  • Gao, W., Yonghong, T., Tiejun H., & Qiang Y. (2010). Vlogging: A survey of videoblogging technology on the web. ACM Computing Surveys (CSUR), 42(4), 15.
  • Glud, L. N., Buus, L., Ryberg, T., Georgsen, M., & Davidsen, J. (2010). Contributing to a learning methodology for Web 2.0 Learning – Identifying central tensions in educational use of web 2.0 Technologies. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell & T. Ryberg (Eds.), Seventh International Conference on Networked Learning (pp. 934- 942), Aalborg, Denmark.
  • Godwin-Jones, R. (2008). Emerging technologies. Webwriting 2.0: Enabling, documenting, and assessing writing online. Language Learning & Technology, 12(2), 7-13. Retrieved from: http://llt.msu.edu/vol12num2/emerging.pdf
  • Göktaş, Y., & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects on prospective teachers' ICT competencies and perceptions. Computers & Education, 58(3), 908–917.
  • Gürzap, C. (2007). Söz söyleme ve diksiyon. İstanbul: Remzi.
  • Halavais, A. I. (2005). Weblogs and collaborative web publishing as learning spaces. The Netherlands: Kluwer Academic Publishers/Springer Ferlag.
  • Hall, M., Hanna, L.A., & Huey, G. (2013). Use and views on social networking sites of pharmacy students in the United Kingdom. Am J Pharm Educ, 77(1), 9.
  • Herring, S. C., L. A. Schreit, Bonus, S., & Wright, E. (2005). Weblogs as a bridging genre. Information, Technology & People, 18(2), 142–71.
  • Hourigan, T., & Murray, L. (2010). Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework. Australasian Journal of Educational Technology, 26(2), 209-225.
  • Hrastinski, S., & Aghaee, N. M. (2011). How are campus students using social media to support their studies? An explorative interview study. Education and Information Technologies, 17(4), 451–464.
  • Hsu, Y. - C., Ching, Y.-H., & Grabowski, B. (2014). Web 2.0 applications and practices for learning through collaboration. In M. Spector, D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 747-758). Springer Academics.
  • Hsu, H-Y., Wang, S-K., & Comac, L. (2008). Using audioblogs to assist English-language learning: an investigation into student perception. Computer Assisted Language Learning, 21(2), 181–198.
  • Huang, Y.-M., Chen, M.-Y., & Mo, S.-S. (2015). How do we inspire people to contact aboriginal culture with Web 2.0 technology? Computers & Education, 86, 71-83.
  • Hung, S. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners’ perceptions. British Journal of Educational Technology, 42(5), 736-746.
  • İçel, K., & Ünver, Y. (2012). Kitle iletişim hukuku: Basın, radyo-televizyon, sinema-video, internet (9th ed.). İstanbul: Beta.
  • Jackson, B., & Wallin, J. (2009). Rediscovering the back and forthness of rhetoric in the age of YouTube. College Composition and Communication, 61(2), 374–396.
  • Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York, NY: New York University Press.
  • Jenkins, H., Ford, S., & Green, J. (2013). Spreadable media: Creating value and meaning in a networked culture. New York, NY: NYU Press.
  • Jensen, M., Mattheis, A., & Johnson, B. (2012). Using student learning and development outcomes to evaluate a first-year undergraduate group video project. CBE Life Sciences Education, 11(1), 68–80.
  • Kajder, S., & Parkes, K. (2012). Examining preservice teachers’ reflective practice within and across multimodal writing environments. Journal of Technology and Teacher Education, 20(3), 229-249. Retrieved from https://www.learntechlib.org/p/37489
  • Karataş. F., & Cengiz, C. (2016). Özel öğretim yöntemleri II dersinde gerçekleştirilen mikro-öğretim uygulamalarının kimya öğretmen adayları tarafından değerlendirilmesi. Kastamonu Eğitim Dergisi, 24(2), 565-584.
  • Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and media activism. Review of Education, Pedagogy & Cultural Studies, 32(1), 3–36.
  • Karger, D. R., & Quan, D. (2005). What would it mean to blog on the semantic web? Web Semantics: Science, Services and Agents on the World Wide Web, 3(2-3), 147-157.
  • Knight, W. E., Hakel, M. D., & Gromko, M. (2006). The relationship between electronic portfolio participation and student success. The Annual Forum of the Association for Institutional Research. Retrieved from http://www.airweb.org/page.asp?page=73&a pppage=85&id=111
  • Lange, P. G. (2014). Kids on YouTube: Technical identities and digital literacies. Walnut Creek, CA: Left Coast Press.
  • Lee, J., & Bonk, C. J. (2016). Social network analysis of peer relationships and online interactions in a blended class using blogs. The Internet and Higher Education, 28, 35–44.
  • Liu, M. H. (2016). Blending a class video blog to optimize student learning outcomes in higher education. The Internet and Higher Education, 30, 44–53.
  • Matheson, D. (2004). Weblogs and the epistemology of the news: Some trends in online journalism. New Media & Society, 6(4), 443–468.
  • Michalski, M. P. (2014). Symbolic meanings and e-learning in the workplace: The case of an intranet-based training tool. Management Learning, 45(2), 145-166.
  • Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Mogallapu, A. (2011). Social network analysis of the video bloggers' community in YouTube. (Unpublished MA thesis), Missouri Unıversity of Science And Technology, Columbia, United States.
  • Murugesan, S. (2007). Understanding Web 2.0. IT professional, 9(4), 34-4.
  • Noel, L. (2015). Using blogs to create a constructivist learning environment. Procedia-Social and Behavioral Sciences, 174, 617–621.
  • O’Reilly, T. (2005). What is Web 2.0? Design patterns and business models for the next generation of software. Retrieved from http://www.oreillynet.com/1pt/a/6228
  • Parkes, K. A., & Kajder, S. (2010). Eliciting and assessing reflective practice: A case study in web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218–228. Retrieved from: http://www.isetl.org/ijtlhe
  • Parkes, K. A., Dredger, K. S., & Hicks, D. (2013). e-Portfolio as a measure of reflective practice. International Journal of ePortfolio, 3(2), 99–115. Retrieved from: http://www.theijep.com/pdf/IJEP110.pdf
  • Parmaxi, A., & Zaphiris, P. (2016). Web 2.0 in computer-assisted language learning: a research synthesis and implications for instructional design and educational practice. Interactive Learning Environments, 1-13.
  • Pavo, M.Á. H., & Rodrigo, J. C. (2015). Interaction analysis of a blog/journal of teaching practice. The Internet and Higher Education, 27, 32–43.
  • Peker, M. (2009). Genişletilmiş mikro öğretim yaşantıları hakkında matematik öğretmeni adaylarının görüşleri. Türk Eğitim Bilimleri Dergisi, 7(2), 353-376.
  • Sargın, M. (2006). İlköğretim öğrencilerinin konuşma becerilerinin değerlendirilmesi–Muğla ili örneğinde. (Unpublished MA thesis), Muğla University, Institute of Social Sciences, Muğla.
  • Shih, R. C. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883–897.
  • Stever, G. S., & Lawson, K. (2013). Twitter as a way for celebrities to communicate with fans: Implications for the study of para-social interaction. North American Journal of Psychology, 15(2), 339–354.
  • Tan, S. M., Ladyshewsky, R. K., & Gardner, P. (2010). Using blogging to promote clinical reasoning and metacognition in undergraduate physiotherapy fieldwork programs. Australasian Journal of Educational Technology, 26(3), 355-368. Retrieved from: http://www.ascilite.org.au/ajet/ajet26/tan.html
  • Tang, E., & Lam, C. (2014). Building an effective online learning community (OLC) in blogbased teaching portfolios. The Internet and Higher Education, 20, 79–85.
  • Tess, P. A. (2013). The role of social media in higher education classes (real and virtual)–A literature review. Computers in Human Behaviour, 29, A60–A68.
  • Vygotsky, L. (1978). Mind in society. London: Harvard University Press.
  • Wan, L. (2010). Application of Web 2.0 technologies in E-learning context. International Conference on Networking and Digital Society, 437-440.
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There are 72 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Mustafa Fidan

Murat Debbağ

Publication Date January 25, 2018
Published in Issue Year 2018 Issue: 13

Cite

APA Fidan, M., & Debbağ, M. (2018). The Usage of Video Blog (vlog) in the “School Experience” Course: The Opinions of the Pre-service Teachers. Journal of Education and Future(13), 161-177.
AMA Fidan M, Debbağ M. The Usage of Video Blog (vlog) in the “School Experience” Course: The Opinions of the Pre-service Teachers. JEF. January 2018;(13):161-177.
Chicago Fidan, Mustafa, and Murat Debbağ. “The Usage of Video Blog (vlog) in the ‘School Experience’ Course: The Opinions of the Pre-Service Teachers”. Journal of Education and Future, no. 13 (January 2018): 161-77.
EndNote Fidan M, Debbağ M (January 1, 2018) The Usage of Video Blog (vlog) in the “School Experience” Course: The Opinions of the Pre-service Teachers. Journal of Education and Future 13 161–177.
IEEE M. Fidan and M. Debbağ, “The Usage of Video Blog (vlog) in the ‘School Experience’ Course: The Opinions of the Pre-service Teachers”, JEF, no. 13, pp. 161–177, January 2018.
ISNAD Fidan, Mustafa - Debbağ, Murat. “The Usage of Video Blog (vlog) in the ‘School Experience’ Course: The Opinions of the Pre-Service Teachers”. Journal of Education and Future 13 (January 2018), 161-177.
JAMA Fidan M, Debbağ M. The Usage of Video Blog (vlog) in the “School Experience” Course: The Opinions of the Pre-service Teachers. JEF. 2018;:161–177.
MLA Fidan, Mustafa and Murat Debbağ. “The Usage of Video Blog (vlog) in the ‘School Experience’ Course: The Opinions of the Pre-Service Teachers”. Journal of Education and Future, no. 13, 2018, pp. 161-77.
Vancouver Fidan M, Debbağ M. The Usage of Video Blog (vlog) in the “School Experience” Course: The Opinions of the Pre-service Teachers. JEF. 2018(13):161-77.
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