The following examples describe how to use the blog as a platform to allow students to give peer feedback and to build an interactive environment.
Example 1:
Description: Post articles to the blog to allow students to comment on articles and also to comment each other’s comments
What teacher does (and when) –
| • | Puts the articles on the blog written both those by the teacher, or the articles extracted from other places; |
| • | Asks the students to discuss the online controversial articles, and sometimes intentionally and randomly the teacher would get involved in the online discussion; and |
| • | Allocates a large part of the final grading (about 40%) to the participation of the blog |
What students do (and when) –
| • | Go on to give comments on the articles posted on the blog to build upon the arguments |
Teacher’s comments
| • | The teacher said using a blog was a good way to start the discussion; |
| • | The teacher indicated that using a blog was effective to make students to think about a particular issue and give them a sense of sequence, so they could give instant feedback to each other; and |
| • | The teacher thought this approach could be a kind of follow-through because students could know somebody was monitoring their work, so they would take the feedback most seriously |
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Example 2:
Description: Provide an interactive blog that is open to public to allow students to discuss on the topics and/or ask questions
What teacher does (and when) –
| • | Provide a blog as a platform for the online discussion among students and also practitioners |
What students do (and when) –
| • | Post questions on the blog before the class, after the class or even after the examination; and |
| • | Refer the blog, for example, questions raised by last year's seniors |
Teacher’s comments
| • | The teacher indicated that the blog had attracted external experts who could really contribute knowledge from a practical side, so students could learn both in the university and from the real-world practitioners |
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