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HypothesisHypothesis

• There are 3 hypotheses1. Do the students use the blogs for learning?2. Do the students act as the lurker in the

blogs?3. Do the blog builders and blog readers build

up the inherent environment for learning or knowledge building?

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Hypothesis 1 (1)Hypothesis 1 (1)

• Summaries the data from questions in part (a), (b), (c) and (d) to obtain the following results

• Apparently, there are 54 students out of 57 students spent at least 1 hour per week to surf the Internet

• Also, only 46 students read and/or write the weblogs

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Hypothesis 1 (2)Hypothesis 1 (2)

• Table A: How long the students read the weblogs per week

No. ofStudents

Percentage

Not Read Blog 11 19.3%< 1 hours 14 24.6%1 - 4 hours 6 10.5%4 - 7 hours 5 8.8%7 - 10 hours 4 7.0%10 - 13 hours 3 5.3%> 13 hours 14 24.6%

• It shows 46 students (80.7%) read the weblogs

No. ofStudents

Percentage

Not Read Blog 11 19.3%< 1 hours 14 24.6%1 - 4 hours 6 10.5%4 - 7 hours 5 8.8%7 - 10 hours 4 7.0%10 - 13 hours 3 5.3%> 13 hours 14 24.6%

No. ofStudents

Percentage

Not Read Blog 11 19.3%< 1 hours 14 24.6%1 - 4 hours 6 10.5%4 - 7 hours 5 8.8%7 - 10 hours 4 7.0%10 - 13 hours 3 5.3%> 13 hours 14 24.6%

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Hypothesis 1 (3)Hypothesis 1 (3)

• Table B: Content of weblogs read by students

• It shows the students use the weblogs to keep the friendships,

ContentsNo. of

StudentsPercentage

Curiosity 23 50.0%Share of ideas 14 30.4%Share of knowledge 7 15.2%Develop relations with other 20 43.5%Keep contact with existing friends 26 56.5%Find experts to solve the problems 4 8.7%Access the teaching materials 1 2.2%Other 1 2.2%

rather than learning

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Hypothesis 1 (4)Hypothesis 1 (4)

• Table C: How long the students write the weblogs per week

• It shows 46 students (80.7%) write the weblogs

No. ofStudents

Percentage

Not Write Blog 11 19.3%< 1 hours 24 42.1%1 - 4 hours 14 24.6%4 - 7 hours 4 7.0%7 - 10 hours 0 0.0%10 - 13 hours 2 3.5%> 13 hours 2 3.5%

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Hypothesis 1 (5)Hypothesis 1 (5)

• Table D: Content of weblogs written by students

• It also shows the students write the weblogs to keep the friendships, say writing personal diary

ContentsNo. of

StudentsPercentage

As a personal diary 37 80.4%Share of ideas 12 26.1%Share of knowledge 5 10.9%Meet new people 7 15.2%As a story book 3 6.5%Keep contact with existing friends 16 34.8%Find expert to solve the problems 2 4.3%Other 0 0.0%

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Hypothesis 1 (6)Hypothesis 1 (6)

• From Table B and Table D, we observe that the students really uses weblog for either sharing ideas or sharing knowledge, but their percentages were relatively slower.

• Thus, in Hong Kong, using weblogs by the students for learning is infancy.

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Hypothesis 1 (7)Hypothesis 1 (7)

• Other evidence– 33 students (57.9%) told us that their

teachers had their own weblogs for sharing and discussing among the teachers and students.

– For these 33 students, there was only 1 student (4.2%) frequently visiting the teacher weblog.

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Hypothesis 1 (8)Hypothesis 1 (8)

• Other evidence

Comment onteacher blog

No. ofStudents

Percentage

More helpful 0 0.0%Somehow helpful 4 16.7%Sometimes 4 16.7%So-so 11 45.8%Not helpful 5 20.8%

• Table E: Comment on teachers’ weblogs

• It shows that few students found the teachers’ weblog helpful

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Hypothesis 1 (9)Hypothesis 1 (9)

• Other evidence– It also provided the preliminary evidence

• the school couldn’t create the supporting environment for the students that fostered using the weblog for learning.

– Fortunately, there were 34 students (59.6%) to be willing to use the weblog for learning in the future.

– Thus, in Hong Kong, using weblogs by the students for learning was proved to be infancy.

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Hypothesis 2 (1)Hypothesis 2 (1)

• Definition of lurker– Lurker usually reads the weblogs, but do not

give any comment on weblogs.

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Hypothesis 2 (2)Hypothesis 2 (2)

• Table F: Give comments on the weblogs

No. ofStudents

Percentage

Give Comment 32 69.6%Not Give Comment 14 30.4%

• It shows many students (69.6%) always give comments on the weblog

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Hypothesis 2 (3)Hypothesis 2 (3)

• Table G: Response to comments on the weblogs

• It also shows many students (73.9%) always response to comments given by the reader on the weblog

No. ofStudents

Percentage

Respond to Comment 34 73.9%Not Respond to Comment 12 26.1%

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Hypothesis 2 (4)Hypothesis 2 (4)

• Conclusively, we observed that the students were relatively active on writing the comments or response to the comments

• Hence, it was apparent that Hong Kong students were not the lurkers in the Internet

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Hypothesis 3 (1)Hypothesis 3 (1)

• Learning required more sharing, discussing and reflection among the students and teachers

• Weblogs usually provided the inherent facilities to meet such requirements.

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Hypothesis 3 (2)Hypothesis 3 (2)

• Table H: Status of students while using weblog

• It also shows there are 42 students (73.7%) to be going to both read and write weblogs

Read

Web

log

Read

Web

log

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Hypothesis 3 (3)Hypothesis 3 (3)

• In our survey, we found that 23 students (79.3%) out of 29 students, which always read weblogs, wrote the comment, then the weblog owner gave the responses and the student replied on the responses.

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Hypothesis 3 (4)Hypothesis 3 (4)

• Moreover, there were 23 students (71.9%) out of the 32 students, who always wrote comments, to be willing to keep track on the specific weblogs for further discussion.

• This created the foundational atmosphere for the weblog owners and weblog readers to construct the learning.

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The EndThe End