Adopting organisation learning theory in the classroom

Int. J. Learning and Change, Vol. 6, Nos. 1/2, 2012

Adopting organisation learning theory in the classroom: advancing learning through the use of blogging and self-reflection Margee Hume School of Marketing and Management, University of Southern Queensland, Springfield Campus, Australia Email: [email protected] Abstract: An examination of current literature found a rudimentary number of papers canvassing the role of online blogging in advancing student learning. This paper evaluates the use of online student blogs to increase learning outcomes for the lecturer and the student and offers an original approach to this important topic. The paper examines students over four years including six semesters and their responses to the use of blogs and discussion boards as a key part of learning and reflection. The paper adopts the classroom and the organisation and looks at how the blogging process moves students from a single-loop learning process to double-loop learning and reflection and enhances the learning and reflection for the educator. The paper adopts an organisational learning approach and demonstrates an increased student satisfaction as measured by student evaluations and increased self-reflection on content specific knowledge, improved individual learning and overall classroom learning. Keywords: learning; blogging; performance; double-loop learning; higher education; reflective practice. Reference to this paper should be made as follows: Hume, M. (2012) ‘Adopting organisation learning theory in the classroom: advancing learning through the use of blogging and self-reflection’, Int. J. Learning and Change, Vol. 6, Nos. 1/2, pp.49–65. Biographical notes: Margee Hume is an Associate Professor at the University of Southern Queensland. She joined the academic sector 11 years ago after working extensively in the health and industrial sectors in marketing, training and management roles. She has also functioned as principal of a managementconsulting firm and offers extensive skill in business operations strategy and implementation and marketing planning. Her academic interests include services operations and management, non-profit marketing and management and consumer behaviour and business education. Her teaching interests include non-profit and social marketing, interactive technologies, service operations and internal marketing.

Copyright © 2012 Inderscience Enterprises Ltd.

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Introduction

With increased competition and pressure on universities to attract and retain students; faculties, schools and departments are expected to develop dynamic course management capabilities and provide evidence that student knowledge is enhanced and pedagogical objectives are achieved (Robinson, 2001; Svensson, 2011). These capabilities need to incorporate flexible and active learning techniques; including greater utilisation of student participation and peer to peer discussion, more technological resource and presentation variability including internet, case studies, blogs, podcasts and vodcasts. To date limited research has examined how these newer online techniques can improve student learning and outcome. An examination of the extant literature found a rudimentary number of papers canvassing the role of online tools and blogging in advancing student learning positioning this research as warranted. Learning environments must become more dynamic and focus on the development of student’s synthesis of knowledge, critical evaluation of theory and practice, create valid discussion and apply effectively learned concepts to previously unexamined situations (Robinson, 2001; Svensson, 2011). Student learning needs to move from a static singleloop process to a reflective process of double-loop learning moving towards deuteronlearning (Argyris, 1990). This paper aims to apply advanced organisational learning to the classroom. In this work, the classroom is assumed to be the organisation with the lecturer and students interacting as the human resource. This novel idea has not been adopted in any other known work to date. Deuteron-learning occurs when the organisation learns from critically reflecting upon its taken-for-granted assumptions and paradigms (Argyris, 1990). With universities operating in a competitive marketplace attempting to attract the best and brightest students, success hedges on advances in learning and performance. For universities and the classroom organisation, offering courses that differentiate from the standard and enhance student learning and student’s outcomes is essential. The university classroom must cater for many levels of multi-stage learning and students where English is their second language. Classrooms include many different cultures and expectations and strategies need to be adopted for these to coalesce. To make the most of this, techniques that break down the barriers and elevate learning to a higher level need to be explored evaluated and implemented. Self-service technology and online tools can provide the answer and aid in moving students to a deeper phase of learning and processing (Salem, 2011; Svensson, 2011). The primary purpose of this paper is to examine enhanced learning using interactive blogging and discussion in a longitudinal study of a student population over a four-year period adopting the classroom as the organisation. Robinson (2001) suggested that teaching and course development in the 21st century should be focussed on developing exciting and interesting teaching environments that stimulate and excite students to advance their learning to a higher level. This movement suggests an advance from single-loop learning to double-loop learning (Argyris, 1977; Argyris and Schon, 1978; Argyris, 1990). While suggesting that a contemporary educational reality must be developed, it was proposed that both teachers and students need to adapt to new projects, situations and problems. The use of web 2.0 (the social web) and new social medias such web 3.0 (the location-aware and moment-relevant internet) are essential to positioning education in the new age of internet technology and change (Lucier, 2009; Salem, 2011; Svensson 2011). Online journaling and blogging are such tools that aid in self-reflection, learning and change (Allen and Seaman, 2008). The

Adopting organisation learning theory in the classroom

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examination of Interactive Self-Service Technologies (ISSTs) in education is not new (Ferriter, 2009); however application in a multidimensional classroom environment and examining student responses to ISSTs is limited. In particular, the application to learning, change and performance using these tools, is not fully canvassed (Ferriter, 2009). Several key issues currently exist in higher education and learning research focusing on the importance of developing dynamic learning environments (Allen and Seaman, 2008), the importance of developing emotional intelligence (Tucker et al., 2000; Salem, 2011) and cultural literacy through action-based learning and classroom techniques (Luca and McLoughlin, 2005). These issues also focus on the importance of preparing students for the workforce, improving teamwork skills and self-efficacy of performance in groups (Allen and Seaman, 2008) and higher level learning and processing (Luca and McLoughlin, 2005). Better knowledge transfers, peer to peer sharing and overall improved discipline based skills are all essential. These form the core of this research and the platform for moving forward. With knowledge transfer at the forefront, it is essential for research to also examine the learning outcomes for the educators when using these tools. The research involved student perspectives and learning development by using blogging as a group tool for expression and reflection over six student semesters.

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Learning for the educator

The smart use of Information and Communications Technology (ICT) over the last few decades has shifted the concept of the teacher from being a broadcaster of information to an off-stage facilitator and co-learner (Salem, 2011). Educators and online course developers need to hear from student voices to inform online pedagogical directions, create innovations and enrich and expand on how to provide stimulating and challenging online and learning environments. Educators can interact and engage with students in dual learner roles through experiential online interactive learning such as blogging (Salem, 2011). This establishes a process of re-learning for the educator moving towards deuteron-learning and advanced learning from single-loop to more advanced double-loop for the student. Learning for the educator is about reflecting on teaching and learning practices in a creatively different way by changing roles from online teacher to online student and learning about learning (Svensson, 2011). Self-reflection is not an activity that is engaged in often and consistently in professional practice (Burge et al., 2000), and especially during intensive teaching time by educators due to time constraints and other priorities. This research has embraced educator reflection on the process of teaching and the use of online and interactive tools as enablers of learning and change processes related to learning and teaching. Early theorists suggest learning within a social context (Bandura, 1977) pointing out most human behaviour is learned and that observation of others play an essential part of learning. Single-loop and double-loop learning are the key levels of learning most often discussed in learning research. Double-loop learning is where an individual or organisation examines goals and activities, accepts, modifies and or changes them based on their values, practice, thinking and assumptions (Argyris, 1977). This differs from single-loop learning by the level of questioning and critical thinking related to these goals and practice. Regardless, every decision made by an organisation (or an individual) is governed by their mental models (Miles and Snow 1978; Senge, 1990; Sterman, 1994).

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Often the firm or individual makes decisions, and moves closer to its goals but its mental models or perspectives remain unchanged. Single-loop learning does not question the goal, the values and only focuses on the process of completion (Argyris, 1985). Early learning research suggests that improvement and significant learning comes from making beliefs, assumptions and thinking explicit, questioning, testing and experimenting (Argyris and Schon, 1978). Other theorists have proposed this learning continuum as higher or lower learning level (Fiol and Lyles, 1985), ‘adaptive versus generative learning’ (Senge, 1990), or ‘tactical versus strategic learning’ (Kaplan and Norton, (1996). Argyris (1990) advances the notion of basic learning theory further by applying learning to the organisation. Organisational learning is suggested to occur through individuals with individuals facilitated or inhibited by an ecological system of factors which can be denominated the learning organisation. Learning organisations challenge their own thinking. It is a process undertaken to acquire, access and revise organisational memory providing direction to organisational action (Brown et al., 2011). It focuses on intuiting, interpreting, integrating and institutionalising or socialising, externalising, combining and internalising content and learning (Luca and McLoughlin, 2005). Learning organisations move beyond single-loop learning and engage in doubleor even triple-loop learning; challenging the basis for their own modes of thinking, beliefs and values. There is an upward spiral process of learning to learn and critically evaluating values and practices. This paper adopts the notion of the classroom as the context of the organisations for this research. Accreditation such as the Association to Advance Collegiate Schools of Business (AACSB) establishes assessment requirements for business schools (see http:// www.aacsb.edu/accreditation/standards-2011-revised-jan2011-final.pdf) positioning themselves on the international education market and benchmarking at the AACSB criteria. University accreditation and reaccreditation is subject to quality review of increasing rigor ranging from elevation of staff qualification for teaching positions and convenor ships to demotion of lesser educated staff to administration duties only (see http://www.auqa.edu.au/index.php). Universities are now obliged to understand and assess their products and services and continuously improve and update products and services to reflect stakeholder demands. In the delivery of courses, curriculum forms the major part of the product and services on offer (Ingulli, 1991; Mitri, 2003). Assessment is done both to enhance teaching and learning and to establish accountability (Tucker et al., 2000). Bloom’s (1956) seminal work on learning objectives has driven styles of assessment for many years. The sixth classification of cognitive learning objectives focuses on synthesis of knowledge and this is vital to postgraduate students and stakeholders in the 21st century. Postgraduate business students need to develop the ability to bring together facts or ideas to create new models to synthesise information and offer strong argument and recommendation on the theory or practice discussed (Graeff, 1997; Burton, 2001). The business studies classroom needs to fully integrate theoretical concepts into practical discussion using examples of the changing and dynamic world perspectives, which students then translate into work practice (Watson, 2001; Salem, 2011). It is often argued that current texts and theory and the methods of communicating them to students are too simple and narrow to fully reflect real practice and advanced learning and modern, novel and stimulating approaches need to be practiced (Williams and Jacobs, 2004; Ferriter, 2009).


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There are a number of classroom strategies that educators wishing to incorporate critical reflection into the curriculum may employ. The primary objective of these strategies is to incorporate synthesis of knowledge (Bloom, 1956) into the curriculum in interesting ways that stimulate the learning environment for the students (Salem, 2011). This approach requires a significant shift in pedagogical emphasis from the traditional didactic ‘talk and chalk approach’ in teaching and learning to the novel. Blogging is one such novel approach. Recent research has suggested that process-style techniques such as online activities, discussion groups and projective narrative case development (Williams and Jacobs, 2004) are preferred to the traditional content-based learning paradigms (Brennen and Little, 1996; Bourner, 2003) to develop synthesis and deep analysis of material. Students need to be taught to reflect on and critically evaluate material at a scholarly level supporting the fashionable notion of lifelong learning and creating of a dynamic learning environment. Various authors have analysed the efficiency of various modalities of learning groups, such as formal or informal groups and learning communities and knowledge networks. These have been also denominated and defined as ‘Communities of Practice’ (Brown and Duguid, 1991; Wenger and Snyder, 2000; Chao and Wu, 2011), and support the idea of knowledge transfer as a collaboration activity in a social context or ‘shared context’. Recent authors have also argued that learning success depends on a system of social learning and participation in learning systems defined by a shared domain of interest (Adams and Freeman, 2000). Students and educators sharing thoughts and values in a classroom environment via the blogosphere support the notion of a shared community of practice that facilitates learning and innovation (Chao and Wu, 2011). Johnson (2001) suggested that technology has advantages and disadvantages in the emerging development of communities of practice. Many recent authors suggest using weblogs for knowledge sharing and learning in information spaces. They suggest blogging is successful for text-based collaboration. These authors posit that blogging relaxes norms allowing introvert participants to share their ideas on equal terms with extroverts (Ras et al., 2005). Interestingly, the basic problem of these virtual communities and online technology is desertion and loss of interest. Advocates suggest these problems can be overcome by class discussion, suitable techniques of facilitation and support and assessment weighting (Dalle and Jullien, 2003; Kolbitsch and Maurer, 2006).

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Social media and the blog

While the social web has been examined previously by various scholars, this study addresses a gap in that research. This paper examines how learning is advanced for the educator and the student by using social media and online journaling. From the perspective of organisational learning the movement from low-level single-loop learning to higher level double-loop level and deuteron-learning using online interactive tools such as social media is rudimentary. Social media is also closely linked to what during recent years has been promoted as ‘Web 2.0’. Web 2.0 is usually a term used to denote a family of web-based services which are far more complex than the traditional relatively static information-based web pages. Social media and in particular the blog is interactive, generated by amateurs and is placed in contact and community. Web 2.0 services are defined as developed web-based software which enables users to socialise with friends and family, store and edit photos, listen and remix music (Williams and Jacobs, 2004;

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Svensson, 2011). Blogs are online journals diaries and provide a communication space that teachers can utilise with students whenever there is a curriculum need to develop writing, share ideas and reflect on work being undertaken in the classroom (Ferriter, 2009). Researchers support the use of blogs as part of the education process (Aviv et al., 2003) with the collaborative element seen as important for peer to peer learning (Dalle and Jullien, 2003; Kolbitsch and Maurer, 2006; Svensson, 2011). While some blogs serve personal agendas, in education they can be used for student journals and portfolios, classroom management (e.g. posting assignments), and other knowledge management tools (Joyce, 2000), enhancing classroom discussion. There are a range of potential applications of blogging technology in education and training including student and teacher communication, delivery of learning materials, the provision of mentoring to students, collaboration and professional development for teachers and knowledge management. There is some evidence on the value of these learning logs in education (Svensson, 2011). The main features of a blog as a publishing tool include the ease of use, with the author having control of their writings with instant updating and editing. The downside of blogs is the time taken to manage, keep fresh and updated (Dalle and Jullien, 2003; Kolbitsch and Maurer, 2006). Many authors suggest that blogs can easily wither and die (Dalle and Jullien, 2003; Kolbitsch and Maurer, 2006). The blog can be a record of an individual or a group: of their experiences, observations, advice, impressions, opinions, analysis, notes and comments across a whole range of subjects and disciplines (Aviv et al., 2003). Research suggests simply using technology will not guarantee discussion and learning. The blog must be constructively aligned to the course learning outcomes, learning activities and assessment tasks and to encourage discussion (Rourke and Anderson, 2002; Aviv et al., 2003; Williams and Jacobs, 2004). Learners will put most effort into those tasks being assessed (Rourke and Kanuka, 2007). A number of educators have revealed their classroom strategies for incorporating critical reflection into their teaching and learning strategies (Dehler et al., 2001; Watson, 2001; Dalle and Jullien, 2003; Kolbitsch and Maurer, 2006). Research suggests that blending face-to-face, self-paced and asynchronous e-learning such as blogs is more flexible and successful in enhancing learning (Rourke and Anderson, 2002). Adopting an online and interactive technological approach is contrary to the traditional didactic model of teaching yet compliments it through active learning. The active learning model promotes learning through developing analytical skill and double-loop learning by encouraging use of peer discussion, challenging values and knowledge sharing (Kolbitsch and Maurer, 2006). The paper will proceed with discussion on method and findings.

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Data and method

4.1 Context and teaching method The research was conducted on students from a postgraduate course over a four-year period, in total six semester offerings. The process included an evolving practice of blogging and discussion with students. As the semesters progressed, the classroom use, feedback and practice of the blog evolved from simple instructions to more complex


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activities, with the blog content/discussions integrated at varying levels into the class environment from no discussion to a focal point of the weekly class and compulsory class exercise. Initially, assigned weekly tasks related to course maintenance issues surfacing over the period to include cases, content, theories and supporting academic discussions. To begin with the blog was a classroom tool for simple maintenance matters, with no initial assessment weighting moving over the six semesters to a weighted piece of assessment. The teaching strategy used and the degree of integration into the classroom environment can be viewed in Table 1. The students were given a wide scope and encouraged to be creative and interesting. Table 1

Classroom tool design and student interaction with the tool

Semester

Tool

Content requested

Year 1 semester 2

Simple blog

Simple maintenance matters related to the class

Year 2 semester 1

Simple blog

Simple matters related to class and assessment

Year 2 semester 2

Blog with more tools enabled

More complex matters related to class, content and assessment

Year 3 semester 1

Blog with short class discussion on randomly selected blogs by lecturer only

More complex matters related to class, content, assessments and related theories and frameworks

Year 3 semester 2

Blog with substantial dyadic class discussion on randomly selected blogs integrated into assessment

More complex matters related to class, content, assessments and related theories and frameworks 10% assessment for participation

Year 4 semester 1

Blogosphere used as teaching scaffolding to all course content teaching postings and student posting a core class activity for didactic discussion. Student selfreflection assessment developed

More complex matters related to class, content, assessments and related theories and frameworks 20% for participation discussion and small written collation of self-reflection

4.2 Method of data gathering The method and data collection analysis included several forms or qualitative data collection to capture all relevant outcomes. Firstly, comments were requested from each of the students in a classroom group, in the form of narrative data collection. This occurred at the completion of the semester. The narrative projective technique was similar to a large focus group where students were encouraged to speak freely about their experiences. Projection is based on the hypothesis that individuals will project their own perceptions, attitudes, feelings and needs in assigning meaning to relatively ambiguous stimuli (Wiggins, 2003; Esquivel and Flanagan, 2007; Kramer-Moore, 2010). The narrative was recorded and transcribed. These discussions were complemented with written comments from the students. The students anonymously offered their comments on the critical success and failure factors of the blog, reflection on learning and satisfaction via a simple open-ended questionnaire. Their comments included the process of using the blog, design of the assessment, quality of written postings and classroom discussion related to the blog (the intensity of this was developed over the semesters), issues requiring improvement

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and aspects to maintain and the learning process. Further to this, students commented on personal feelings towards the assessment and teaching and learning process via the standard student evaluations. Finally, students commented on the learning outcome and the relevance of this style of teaching to their studies. Examples questions included What did you like about the classroom teaching tools used? What did you not like about the classroom teaching tools used? Which teaching tool activity did you think best supported your learning? What did you like about the class assessment? What did you dislike about the class assessments? What did you like about the class blog? How did you use the class blog? How would you like to improve the use of this tool? Did you learn anything about your own style of learning? If so what? This study used multiple data capture methods to ensure that a thick description of the student’s perspective of the blogging practice was gained. Adding to the previous qualitative data capture, the blog text was also captured and content analysis of the blog text was performed to identify the depth of discussion and content offered by the students. Moreover, analysis of the usage and postings by students was also performed. This assisted in ascertaining the popularity of using this tool by students. An expert panel of six PhD academics marked the highest and lowest assignments from the six semesters to gauge an independent assessment of improved learning. The expert panel was unfamiliar with the students so anonymity was intact. The expert panel marked the highest and lowest assignments from each semester. These were unidentified assignments and marked as per a set of marking criteria. Finally, as the same lecturer was involved over the six semesters, course evaluations were the final piece of data used to identify levels of student satisfaction. Limitations to this data are recognised; however, as the course evaluation could capture the changes to assessment and content and offer an interesting addition in conjunction with other student data.

4.3 Sample The sample was gathered over four years from postgraduate marketing students and second Tier University. The students were both domestic and international students at varying stages of their programmes. Overall, comments were gathered from 176 students and content analysis was undertaken on these responses. This constituted a 47% response rate from all students. The students ranged in race, culture, stage in study and varied in level of ability. The mean class size for each semester was 56 and as approximately half of the class responded to each of the data collections indicative of a good cross-section of students from the classes. The highest and lowest assignments as marked by the course examiner were examined by the expert panel.


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4.4 Findings 4.4.1 Identifying the critical success and failure factors in using the blog as a trigger for discussion and learning The data collected came for multiple sources and were transcribed to form data scripts. The multiple sources included evaluations, blog text and comments from the respondents. These multiple sources were gathered, collated and coded for frequency and strength of comment and several themes emerged. This practice is consistent with content analysis of qualitative data capture (Flick, 1998; Seidel, 1998; Wengraf, 2001). The researcher has no a priori assumptions and based the collection on no prior theories. The frequency and repetition of responses that emerged from the triangulated multiple method collection added to the strength and confirmation of the themes apparent. As there was a large number of cases greater than 12 (Thomas, 2006) and there was prolonged and persistent engagement with the cases the themes were deemed to be sound. These scripts and collated responses will be discussed throughout in the next section. The students’ blogging behaviours were varied and along with the associated questions in the proposed framework, provide insights about the activity and value of blogging from a student’s perspective.

4.5 Communication benefits and ease of use Overall, the blogs were very popular and as students interactive efficacy improved their frequency of interaction increased. There were some barriers and deterrents suggested such as language barriers and poor oral skills in the early blog activities. These were also suggested as a deterrent to the later class discussions about blog postings; however, students also recognised that with increased participation their communication and blogging skills level improved. By using specific blog postings and discussion in class, students suggested that they slowly gained confidence about their thoughts and acquired more self-belief with postings. These students also recognised the translation programme associated with the blog site and suggested this had assisted them with construction of their written comments. The majority of students suggested that the blog site became a focal aspect of the course and was a useful tool to clarify both simple and complex issues. As the course evolved most of the negative issues were overcome by a prelearning sessions where students were given a lesson on using the blog, and the available tools, helplines and URL linked material were also added over time to support usability and skill development. This proved to assist in organising better ideas and text, resolving many of the conflicts. Overall students suggested the marks allocated to the blogging and participation in the latter semesters were fair with expectations and requirements being in balance. The majority of students enjoyed the blogs and found the process to be an excellent avenue for learning and synthesis of knowledge. Initial problems with the interactions were overcome by setting clear expectations for the activity. The blog assisted in supporting and clarifying lecture notes, material and content, while also providing a capture of the lecture discussions and reminder of the material. The sequence of the blog assisted the students in following the evolving concepts and content with students able to track their learning and contributions. Many students offered this as their most positive element of blogging and improved learning.

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M. Hume The following comments were drawn from the narrative scripts. As an international student I have trouble communicating openly in English … the blog helped me interact with my classmates and become confident with speaking in class. I also enjoyed learning this way and found it easier that just reading the text. I think this was the best way to learn. I found the blog consolidated classroom discussions and gave me a record of what occurred each week. The best part of the blog was if I missed a lecture I could still know what had gone on and what the focus of the week was.

4.6 Course maintenance and accessibility As the blog was initially set up as a support tool, all forms of social discussion were encouraged and valued with students suggesting that they felt more comfortable with each other, with the blog suggested as an icebreaker and noticeboard. The blog assisted students in clarifying and discussing issues related to university practice such as library and other areas of study and the majority suggested this complemented the university experience. The following comment was drawn from the narrative scripts. I loved the blog, the lecturer knew how we felt and could quickly and easily deal with our concerns and keep everyone on track. We discussed more relevant material and it was a really interactive classroom. It made the classes flexible and focussed.

As the blog integrated more discipline related content and clarification of theories and themes into the site and class discussions, the student’s level of understanding of these materials and content was substantially improved and students found this to be a good source of support to their studies. This was particularly evident in the standard of assessment, the improvement in the standard over time and the depth of analysis and discipline knowledge. Some of the students suggested: I found the blog and discussions clarified the meaning of theories, what they were and how to integrate them into my projects. The lecturer would read out blogs and then talk about the way we used the material and theory, how we applied them and then how best to apply them. This was great I finally understood what they all mean about cortically analyse! I found the blogs helped me engage more with my studies I realised that learning is about putting some effort in and then getting a lot back in return… I will always remember the discussion on script theory….

Students in the later part of the project suggested they enjoyed contributing to the blog, learning and revising and enjoyed the blog being about the students’ thinking and the sharing of peers. These students particularly like the educators classroom debrief and suggested that this focused the learning onto areas the students were concerned about not areas the educators may have felt and thought they may need to discuss. Blogs were suggested to focus thinking and clarify theories and content from the class. It encouraged them to review and revise their learning and to become active learners. There was little criticism of the blogging process with no specific issues of misconduct or questionable postings. All the students were polite, friendly and courteous about the way they displayed their knowledge. Students suggested their learning curves flattened


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throughout the semester for both content knowledge and blogging and ESL students suggested their journaling literacy improved, improving overall performance in both this subject and others. One participant suggested: The whole blogging thing helped me with all my subjects. I felt more confident with writing speaking and being a part of the class.

4.7 Adding an assessment weighting Students spoke enthusiastically about the assessment features of the blog and the role of the blog in their learning process. It was evident that the design of the assessment was found to be a valuable and productive teaching technique for postgraduate students and that a better response on the blog and greater frequency was achieved when the blog was aligned and weighted as an assessment item. Moreover, greater learning and performance occurred when the assessment item included self-refection on learning and the use of the blog. The following were drawn from the participant’s responses. I learnt about my approach to writing and learning by doing…. the final self reflection. It made me stop and think about the classroom discussion and what we were learning. I loved the blogs, the whole blogging assessment [thing] made me come to class, it was different and fun and I learnt something.

Overall, the projective and student scripts gave a clear message that blogging was a positive influence on learning, creating a learning environment and reflection. It was clear that the blog was popular, students enjoyed it, they learnt, they learnt a little about learning, they learnt about blogs and they advanced their ability to critically analyse and examine content specific material. This study has demonstrated the role of the blog in the learning process and improving performance.

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Course satisfaction, student assessment and performance

First, the student performance was measured by a panel of experts marking a randomly assigned allocation of sample assignments from each semester. Table 2 presents the marked scores for the lowest and highest assignment from each semester. A panel of PhD qualified markers reviewed and graded each of the assignments independently of each other. The markers did not know the semester the previous grade or the student. Table 2 reports the mean score of the marking outcomes from each of the panel, the standard deviation and the change. Interestingly, the standard deviations for each marked group of assignments show very aligned and similar grading. The standard deviations range from 1.366 to 0.712 indicating aligned and consistent grading. Table 2 shows how over the period the lowest assignment grade in each semester improved with the quality of the assignments improving substantially. The highest grade awarded changed marginally. It must be noted the only item altered over the course for each of the semesters was the level of blogging, class discussion and subsequent introduction of a blogging participation and self-reflection assessment. Interestingly, the high end student performance remained static suggesting that the blogging tool is best suited to the mid to low performer and aids this group is synthesising information and enhancing learning. The assessment was a services marketing

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plan and was marked out of 40. The marks were divided into identification of issues, synthesis of knowledge, recommendations, referencing and presentation with each have specific criteria and rubric levels. Each of the four areas was marked out 10. Interestingly, the greatest improvement was noted in synthesis of knowledge and recommendations suggesting that higher level processing was developed and supported by the use of the blogging tool. Overall, the mean grades improved by ten marks over the six semesters. Table 2

The results over the six semesters

Semester

Lowest assignment Highest assignment St. dev St. dev mean mark mean mark

Change low

Change high

1

15

0.816

35

1.366

2

18

0.91

35

0.819

3

Nil

Nil

3

20

1.100

36

0.712

2

1

4

22

0.917

37

0.816

2

1

5

24

0.816

37

1.113

2

Nil

6

25

0.812

38

1.366

1

1

Source: Thomas (2006)

Second, student course evaluations were conducted at the completion of each semester. The course evaluations were measured on a 7-point Likert scale and recorded a response rate of over 30% in each semester. Not surprising, and in support of all of the other data collected, the course evaluations increased from semester one (1) recording a 5.2–6.4 in semester six (6). Albeit, using this measure in this way does have its limitations, it does offer support to the notion that the course design and satisfaction with the course improved over time. As the blogging and blogging assessment were the only changes, it could be deduced that this element of the course increased student satisfaction with the course. As the measures increased over each semester, the notion that the course was well designed and enjoyed by the students was supported.

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The educator’s perspective

From a teaching perspective it was noted there was a substantial reduction in enquiry emails related to the course and the university and a substantial reduction in misperceptions about the course, the programme, the assessment and the content. The educator was seemingly surprised by the level of adoption, excitement and appreciation of the blogging process. The educator felt that the student’s views on the use of blogs were overwhelmingly positive, with the blog particularly useful for students where English was their second language, new postgraduate students and students who were new to the discipline. The following was drawn from the educators’ self-refection. Overall the integration of the blogging activity was overwhelming helpful and positive. The impact on learning was underestimated. The use of this tool informed further course design and the importance of reflection for both the students and the lecturer.


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Final discussion: the blog, learning performance and change

This paper set out to examine how newer online techniques can improve student learning and outcome. This paper has adopted the metaphor of the classroom as the organisation. The research canvassed the role of online tools and blogging in advancing student learning positioning. This paper has presented how the use of online student blogs and discussion boards enhance action-learning and improve learning outcomes and engagement for the lecturer and the student. The paper has shown how the blogging process moves students from a single-loop learning process to double-loop learning and reflection and enhances the learning and reflection for the educator. The findings of this longitudinal assessment show how students were sufficiently scaffolded by the use of an interactive blogging tool increasing overall performance of students. It also demonstrated an increased student satisfaction as measured by student evaluations and increased selfreflection on content specific knowledge, improved individual learning and overall classroom learning. Many organisations confuse the creation of a learning organisation with just the integration of technology and learning (Garvin, 1993; Marquardt, 1996). A learning organisation is unable to be created without support to the foundations that drive it. This research has shown that the classroom becomes a learning environment when it values the role of active learning and develops proactive and effective strategies for learning. This project has shown how having a vision that includes enhanced communication and a self-reflective environment enhances learning and reflection. It supports the need that the learning champion should be committed to learning and reflection. This project supported learning by iterative developments and improvements that increased usage, interactivity and student interaction with the blog. When adopting a learning organisation approach to the classroom, the role of both formal and informal communication was embraced and seen as vital to support the practice. The creation of communities of practice formed by the commonality of the content such as the blog discussion topics aided in the creation of these communities and the success of the communication networks. The blogs assisted in both the vertical and horizontal transfer of knowledge enhancing the learning environment and by stimulating creativity and generating new insights and innovative practices, this research promoted the learning organisation in the classroom. In line with current learning organisation theory, this research embraced both planned and emergent learning (Stieglitz and Heine, 2007). Planned learning was embraced by the robust content, support materials and resources with emergent learning promoted through the blog and teaching techniques. This research cultivated a supportive learning culture which supported new approaches with emphasis on collective learning and self-reflection. This research clearly shows how the use of blogs contributes to the overall development of a learning environment, advances the learning of the stakeholders and supports the foundations of a learning environment. This research offered an interesting innovation and development to classroom learning advancing current knowledge (Dehler et al., 2001). The commencement of the project aimed at achieving the goal of improving the enjoyment and learning environment of the classroom. Once integrated it was evident the blog offered value in enhancing learning and moving students from a static space to a dynamic and reflective learning process. Using this tool enabled students to question and reflect on, themselves, their peers and their facilitator and move from a single- to double-loop learning process. Additionally, the educator experienced a higher level of learning incorporating reflection

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on the process and self-evaluative assessment of tools, style and ability supporting recent research on the importance of reflection in learning (Bourner, 2003; Kolb and Kolb, 2005) and the earlier work in organisational learning and reflection (Schon, 1983). This moved the educator to critically reflect upon teaching values, methods assumptions and paradigms with the blogging process within the classroom enabling this change. Finally, learning and change harnesses technology and enables performance as was experienced with the use of the blog. The improved overall performance of the student cohort each semester is evidence of the outcome of enhanced learning. The satisfaction with the course coupled with this improved outcome is further testament that the overall programme and integration of blogging into the course increased performance and early stage adaptive change and social learning (Armitage et al., 2008) This research advances the use of organisational learning theory into business education research and the adoption of the paradigm of the classroom as a learning organisation. This paper has successfully created a case that promotes the use of blogs for learning, performance and change focusing learning on synthesis of self-reflection and critical thinking applying the theories of organisational learning and change to the classroom environment (Bourner, 2003; Kolb and Kolb, 2005).

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Conclusion and future directions

It is evident that using classroom blogging and integrating it into both classroom discussion and assessment adds valuable input to the learning process in postgraduate education. It has been shown to develop emotional intelligence, create a classroom atmosphere of dynamic learning preparing students for workplace activities and shift single-loop learning to double-loop learning with some students moving towards early recognition of deuteron-learning. This paper examines how students can be encouraged to engage critically with ideas and activities using the blog, journaling and self-reflection. Critical analysis in postgraduate education is currently on the margins with greater integration and support in courses warranted. This research has shown how the blog can improve overall results for students, in particular, the lower outliers and moderate performing students. Moreover, this paper considers the learning of the educator who through the use of the blogging process learns how to learn and teach effectively moving towards deuteron-learning. Advancing educator learning and reflection aids in innovating and repositioning the course, curriculum, content and delivery to enhance student learning and performance and is a vital area of research. This area of research is new with much work still to be done in the future. It is essential for researchers to advance our knowledge of the role of online tools, interactive tools and learning techniques in improving student outcomes, engagement and applying advanced learning theories.

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