Examining the Blogging Habits of Agricultural Leadership Students: Understanding Motivation, Use, and Self-Efficacy

Autor/inn/en	Bumguardner, Kalee M.; Strong, Robert; Murphrey, Theresa Pesl; Dooley, Larry M.
Titel	Examining the Blogging Habits of Agricultural Leadership Students: Understanding Motivation, Use, and Self-Efficacy
Quelle	In: Journal of Agricultural Education, 55 (2014) 3, S.32-42 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Agricultural Education; Undergraduate Students; Majors (Students); Leadership Training; Student Journals; Electronic Journals; Social Media; Student Motivation; Self Efficacy; Use Studies; Users (Information); Writing (Composition); Expectation; Intention; Correlation; Educational Benefits; Usability; Learner Engagement; Technology Uses in Education; Statistical Analysis; Rating Scales; Texas + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Führungslehre; Studentenzeitung; E-Journal; Soziale Medien; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Benutzerschulung; Benutzerprofil; Nutzer; Schreibübung; Expectancy; Erwartung; Korrelation; Bildungsertrag; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Rating-Skala
Abstract	Blogging is a form of social media and student engagement is at the center of blogging. The benefits of blogging include ease in making writing easier to share, encouraging students to write outside of the classroom, and supporting group collaboration. The findings suggest students are more passive in their blogging experiences, as the data found students generally read blogs more than they wrote blogs. The unified theory on the acceptance and use of technology and self-efficacy were used as the framework for the study. This study sought to explore agricultural leadership students' motivations for blogging in writing intensive courses. Effort expectancy, performance expectancy, and behavioral intention were significantly correlated with self-efficacy. Teacher training could be used to increase awareness among educators about the benefits of blogging. Educators must be able to convey the benefits of educational blogging in terms of its ease and benefit in order to encourage student acceptance. Improved preparation of agricultural leadership instructors to include blogging in writing intensive courses may improve student engagement and learning, and increase our academic discipline's knowledge of approaches that influence the practice of technology diffusion. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01