An empirically grounded framework to guide blogging in higher education

We report on a study involving Masters‐level students who blogged as a part of a distance‐learning course at the Open University, UK. We present an empirically‐grounded framework that can be used to guide educators when they are considering blogging as part of their courses, and can be used by students' whose courses include blogging activities. In our analysis of semi‐structured interviews with students, we identified six factors that...