Learning with LinkedIn: Students' perceptions of incorporating subject-related blogging in an international marketing course

Abstract

Purpose

This paper aims to report the results of implementation of blogging within a LinkedIn discussion group in an international marketing course for a multicultural group of students focusing on the students’ perceptions of the subject-related blogging.

Design/methodology/approach

This study adopts a qualitative approach; data have been collected through online observations of the students’ activity in a LinkedIn discussion group and structured interviews with volunteers after the completion of the course.

Findings

The results indicate the students’ positive attitudes towards blogging in LinkedIn. Blogging perceptibly contributed to the students’ acquisition of knowledge in the subject area, development of multicultural awareness and writing skills and improvement of critical thinking. In most cases, this type of activity had an impact on the development of the students’ creativity and personal expression. Some patterns are only identified for subgroups of students with a certain cultural background (Chinese, Asian, German-speaking and European students).

Research limitations/implications

The results of this qualitative study are specific for a particular setting (a small international class of students) and a certain type of assignment (in terms of its structure and instructor involvement).

Originality/value

This study contributes to the growing body of literature on using social media-based assignments in business education by generating a better understanding of how participants in a multicultural group perceive the process of experiential learning while blogging in a LinkedIn discussion group.

Citation

Galan, N. and Khodabandehloo, A. (2016), "Learning with LinkedIn: Students' perceptions of incorporating subject-related blogging in an international marketing course", Interactive Technology and Smart Education, Vol. 13 No. 2, pp. 166-183. https://doi.org/10.1108/ITSE-10-2015-0033