Abstract:
This study, as the title suggests, examines the effectiveness of using blogs, wikis,
and e-portfolios in College Composition classes. The value of these tools was examined
in their relationship with actual and real learning where these concepts are defined as the
gaining of knowledge that is readily retrievable and is used in an active fashion that
shows it has been integrated into the thought processes. The questions examined are
whether or not there is a pedagogical underpinning to use these technologies and whether
or not these tools really enhance student writing.
Over the course of three semesters, the work of 207 students was examined to
determine the effect of assigning work on blogs, wikis, and e-portfolios. The students
were enrolled in College Composition I and College Composition II classes at Northern
Virginia Community College, Manassas, Virginia. Students ranged from dual-enrolled
high school students to traditional students and to those returning to class after an
extended absence. Some students had previous experience with computers and others
were novices.
The pedagogical areas examined in this study are Time on Task, Collaboration,
Peer Feedback, and Reflection. Using these criteria as indicators of success, the
application of blogs, wikis, and e-portfolios did create a learning environment that
enhanced the opportunity for student success. In addition, an examination of student
writing showed an improvement in the composition of their academic prose across the
duration of the courses. While there is a learning curve for students and instructors to
master these technologies, they do contribute to actual learning in composition
classrooms.
This study will be of interest to teachers contemplating the use of or already
utilizing technologies in the composition classroom with any level of student from high
school to college graduate students. This document contains a discussion of the elements
of each of the technologies under discussion, their application in composition classes, and
their effectiveness. Ample use of student work is included to show the results of these
assignments.
