Collaborative Sensemaking in the Blogosphere

Abstract

This paper presents a case study of a class of students co-blogging throughout the semester. The students collaboratively made sense of the course material. The class blogosphere became a repository of interpretations, reflections, opinions, monologues and dialogues about the course content. Over the course of the semester there was an aggregation of “sense made” that was “mined” by the students throughout the semester. The data shows that students leverage the contributions of other students when authoring their own posts and later when they write papers.


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