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(Bartlett-Bragg, 2003). Boud (2001) (Du & Wagner, 2007).

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. 384 164 ( 42,7%) 220 ( 57,3%) . 15,4% 22-35 , 45,3% 36-45 , 32,6% 46-55 6,8% 56-65 .

. 40,4% 1-10 , 40,1% 11-20 , 15,4% 21-30 , 4,2% 30 .

23 , (20,3%), (10,7%), 4 (12%) (14,1%).

1 2 .

1. blogs /

Responses Percent of Cases N Percent

___Blog 189 36,4% 49,2%

___Blogs 81 15,6% 21,1%

__Blogs 247 47,6% 64,3%

2 0,4% 0,5%

Total 519 100,0% 135,2%

2. /

Responses Percent of Cases N Percent

__ 42 7,3% 11,0%

__ 121 21,0% 31,7%

___ 46 8,0% 12,0%

___ 21 3,6% 5,5%

__ 269 46,7% 70,4%

77 13,4% 20,2%

Total 576 100,0% 150,8%

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Angelaina S. & Jimoyiannis A. (2011). Educational blogging: Developing and investigating a

students community of inquiry. A. Jimoyiannis (.), Research on e-Learning and ICT

in Education (pp. 167-180). New York: Springer.

Barlett-Bragg, A. (2003). Blogging to Learn. The Knowledge Tree 4 e-journal.

http://www.csus.edu/indiv/s/stonerm/Blogging_to_Learn.pdf (1/11/14).

Bernsteiner, R., Ostermann, H., & Staudinger, R. (2008). Facilitating E-Learning with Social

Software: Attitudes and Usage from the Students Point of View. International Journal of

Web-Based Learning and Teaching Technologies, 3(3).

Bird, M., Jammersley, M., Gomm, R., & Woods, P. (1999). .

( , .). :

Boud, D. (2001). Using journal writing to enhace reflective practice. New Directions for Adult and

Continuing Education, 20, 917.

Bullock, D. (2004). Moving from theory to practice: an examination of the factors that preservice

teachers encounter as they attempt to gain experience teaching with technology during field

placement experiences. Journal of Technology and Teacher Education, 12(2), 211-237.

Cohen, L., Manion, L., & Morrison, K. (2008). (

, ., , ., , ., , ., , .). :

.

Courau, S. (2000). . : .

Deng, L., & Yuen, A. H. K. (2011). Towards a framework for educational affordances of blogs.

Computers & Education, 56, 441-451

DiNucci, D. (1999). Fragmented future. Print. 53(4): 32, 221-222.

Du, H. S., & Wagner, C. (2007). Learning With Weblogs: Enhancing Cognitive and Social

Knowledge Construction. IEEE Transactions On Professional Communication, 50(1), 1- 16.

doi:10.1109/TPC.2006.890848

Duffy, P. D., & Bruns, A. (2006). The Use of Blogs, Wikis and RSS in Education: A Conversation

of Possibilities. Proceedings Online Learning and Teaching Conference 2006, . 31-38.

Queensland University of Technology.

Loyens, S., Magda, J., & Rikers, R. (2008). Self-directed learning in problem-based learning and its

relationships with self-regulated learning. Educational Psychology Review, 20(4), 411427.

Mezirow, J. (2007). . (.: . ). : .

( 2000)

OReilly, T. (2005). What is Web 2.0 Design Patterns and Business Models for the Next

Generation of Software. http://oreilly.com/web2/archive/what-is-web-20.html

(1/11/14).

Park, Y., Heo, G. M., & Lee, R. (2011). Blogging for Informal Learning: Analyzing Bloggers'

Perceptions Using Learning Perspective. Educational Technology & Society, 14 (2), 149160.

Paus-Hasebrink, I., Wijnen, C. & Jaden, T. (2010). Opportunities of Web 2.0: Potentials of learning.

International Journal of Media and Cultural Politics, 6(1)

Robertson, J. (2011). The educational affordances of blogs for self-directed learning. Computers &

Education, 57(2).

Rogers, A. (2002) , : .

Yuen, S. C., & Yuen, P. (2010). Teachers Use and Perceptions of Web 2.0 Technologies in

Teaching and Learning. C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, &

R. Weber (.), Society for Information Technology Teacher Education International

Conference SITE 2010 (. 2440-2441). AACE.

Zhang, J. X. (2010). Social Media and Distance Education. Distance Education Oracle UMUC,

http://deoracle.org/online-pedagogy/emerging-technologies/social-media-and-

distance-education.html (1/11/14).

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