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As with many professional programmes, nursing students in the United Kingdom spend a significant proportion of their time ‘on placement’ – applying their theoretical learning to the clinical area.While off campus and at a distance from their peers and university staff, however, they must continue to study and complete assessments. This creates enormous complexities for nursing students; issues of retention and success, anxiety and isolation are well documented in the research literature relating to this particularly diverse group. Emerging technologies offer opportunities to increase engagement between nursing students and faculty, thus potentially eliminating many of these difficulties. At Glasgow Caledonian University, a blog was developed to provide new students with remote support and a virtual community while on their first placement. The open access resource offered a link between faculty and students and a forum for peer support among the cohort. Student produced materials, such as ‘talking head’ videos and placement diaries, were posted alongside assessment-specific learning resources developed by staff. The blog was fully interactive and participants were encouraged to comment on and respond to posts in order to increase engagement. A thorough evaluation of the continuing initiative highlighted the success and further potential of the resource but also suggested limitations in terms of interactive engagement and issues of digital literacy among some learners. This chapter will discuss the use of technologies such as blogs in providing remote support to learners, using the student nurse blog as a case study.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

How is it possible to evidence whether students are engaging with a course? What can be done to increase their level of engagement? Since the advent of blogs in 2002 a comprehensive body of research has developed around the pedagogic benefits of educational blogging and its value in teaching and learning, notably in encouraging reflective practice, social interaction and participatory learning (Burgess, 2006. Blogging to learn, learning to blog. In A. Bruns & J. Jacobs (Eds.), Uses of blogs (pp. 105–114). New York, NY: Peter Lang; Farmer, Yue, & Brooks, 2008; Williams & Jacobs, 2004). This chapter investigates whether blogs are also an effective tool for supporting and sustaining a community of learners in Higher Education and increasing their engagement in a university course.

The researchers used a case study methodology to examine whether the introduction of blogs had led to the development of a community of practice around an undergraduate course at the University for the Creative Arts. The data collected revealed that the course team had successfully developed a thriving online community involving students, staff, alumni and industry, with students displaying high levels of engagement and interaction. The discursive, commentary nature of blogging enabled students to engage in peer-supported learning, with the online ‘always on’ nature of the community providing a 24/7 support network. In addition, tutors were able to assess clearly the level of engagement of each student and provide targeted, timely feedback for those students who required more support.

It is hoped that this research will be informative to tutors and academic support staff who wish to explore the potential of using collaborative online technologies to enhance student learning and engagement.

University students often struggle with academic writing because of the challenges involved in negotiating the hidden rules and implicit discursive practices in academic writing. An academic literacies approach has emphasized writing as social practice and recognized that the literacy practices of the university are often epistemological. Blogs provide an opportunity for students to immerse themselves in situated, socially interactive writing in academic contexts. This study sought to explore blog writing from an academic literacies perspective. Data were collected from of two cohorts of students (Winter 2010 and 2011 terms) participating in a small university fourth year seminar class. The data consisted of blog postings from the two cohorts, interviews with the instructor, and course evaluations. The blog posts and comments were analysed using an intertextual analytical framework. Findings indicate that students do develop academic literacies through blog writing because of particular features of blogs: the immediate audience, the flexibility of purpose of blogs and the informal style of language.

This commentary is a reflective discussion of how to use simple social media tools in college-level writing courses, and contains research elements such as effective examples of what is attainable and possible when incorporating blogs (e.g., Posterous) and Twitter in the college classroom. In order to do this, it uses reflective writing with a focus on failures/successes in past courses, and also incorporates students' own comments on blogging and Twitter. The chapter's findings include the following: The overall ease of use and relative simplicity of certain social media tools make for low barriers of entry for a majority of students. The mobile accessibility of these online communicative technologies should also be of specific appeal. These characteristics should encourage student participation in ways that content management systems like Blackboard do not. The convenience of and allowance for quick and easy sharing of information via blogging and microblogging can also mean that each is often quicker than email for contacting someone. What makes both better than Blackboard concerns how they, when taken together, sustain class discussion, keeping it alive, present, and continuous. If proper affordances are made in terms of framing and timing, social media can make for successful additions to college-level courses. Simple tools allow and encourage students to document and reflect on their own learning in ways that are meaningful and unique as they are.

HR Blog is one of the social technologies systems to allow employees to voice the issues they experience. However, employees’ trust becomes an emerging issue to use HR Blog. This paper aims to investigate the impact level of employees’ trust in using HR Blog and identifying the causes affecting employees’ trust in using HR Blog. Social exchange theory (SET) was adopted as a vehicle to assist in identifying the employees’ trust causes. SET found serves the aim of research because it posits that the relationship between employees and HR Blog is built based on reciprocity, two-way of exchange.

The research adopts a qualitative method, namely, semi-structured interviews. The total number of conducted semi-structured interviews is 46, 38 interviews with HR Blog users and eight interviews with the management of HR Blog.

The present research found that HR Blog is distrusted by the vast majority of employees. The causes of HR Blog distrust were: functionality (mainly the placing the filtration process); lack of feedback and attention to employees in HR Blog; lack of providing tangible outcomes of HR Blog; and absence of HR Blog informative materials and clear guidelines.

This research lies in the fact that it is one of the first studies that focus on employees’ perspectives to empirically identify and investigate their trust factors affecting the use of HR Blog. The study achieved its aim in terms of gaining a better understanding of how to gain and restore employees’ trust to make HR Blog a trusted and effective system in the workplace.

As the pervasiveness of blogging becomes comingled in personal and corporate lives, companies are harvesting useful information from user-generated media. It appears that user-generated media (e.g. blogs, among others) has become an increasingly important way for companies to connect with customers. Though blogging activity is a fast emerging phenomenon, however, to date only a handful of research has been done by scholars about blogging activity. The little research done on blogging has focused on the company perspective; how companies can use blogs to interact with their customers, but did not examine the individual blogger ' s viewpoint. Hence, the main objective of this study is to help fill that void in the literature and ascertain the following: to lay the groundwork for understanding the factors that enhance bloggers ' attitudes toward participating in blogging activity and how bloggers ' attitudes influence their propensity to blog.

A structural model was developed depicting the relationships among key constructs of research interest. This model reflects theories drawn from social psychology and the literature on marketing and information systems. Structural equation modeling (SEM) methodology was used to empirically validate the model and its hypotheses.

Results of the SEM analysis indicated that bloggers ' knowledge, bloggers ' responsiveness to their readers, bloggers ' market mavenism, and bloggers ' social network optimization had a strong influence on attitude which in turn influenced propensity to blog.

This research has certain limitations. First, resource constraints limited the collection of data to only US consumers, so the analysis of this study may only be generalized over population groups within the USA. A future replicating study of this kind would help to verify if the final model of this study holds true in different countries and cultures. A second limitation is that in this study the unit of analysis is at the individual level. Future studies could examine these effects at multiple levels of analysis such as network and business group level, firm level, and country and region level to understand the behavior of bloggers in those settings.

In this paper the two germane theories (e.g. theories of network effect and diffusion of innovation) are presented. Related theoretical rationales form the bases for hypotheses underlying the model framework. The second section discusses the empirical tests and validation of the model and presents the results of the SEM methodology. The final section discusses implications of the findings, summarizes limitations, and offers suggestions for future research.

The purpose of this study is to investigate (1) how female blog users' perceived benefits (i.e. perceived usefulness, perceived enjoyment, community identification and perceived norm of reciprocity) influence their perceived social capital on fashion blogs, (2) the influence of structural social capital and cognitive social capital on users' relational social capital and (3) the influence of relational social capital on blog loyalty.

Structural equation modeling was performed using 530 useable data collected through an online survey.

The result indicated that perceived usefulness and the norm of reciprocity led to the development of cognitive social capital, while community identification and the norm of reciprocity led to the development of structural social capital. Cognitive and structural social capital both led to the development relational social capital, which in turn influenced blog loyalty.

This study provides insights for a fashion brand marketing strategy that uses fashion blogs to target relevant consumers. It helps firms to understand the factors that lead people to embed their resources in a blog and to learn how the different perceived benefits impact blog users' contributions to the community.

The purpose of this paper is to describe a study that examined the perceived credibility of blogs on the internet and the medical information published in them as perceived by the readers of these blogs.

A total of six blogs each with two posts were constructed, one on conventional treatment and the other on an alternative treatment of diabetes. In total, 361 participants viewed one blog each and filled in a questionnaire of the perceived credibility of the blog, the author of the blog and its message.

The results of the study indicate an attitude of scepticism and/or criticism of many aspects of the information in the blogs, together with the growing use of blogs to find information on medical topics. It seems that users apply scepticism as a way to deal with the lack of certainty as to the credibility of the information in spite of their desire and readiness to use this information.

The users who took part in the experiment did not actually have a real need for the health information provided in the blog posts. They only saw two blog posts in an artificial blog, and in order to fully assess credibility there is need for a longer‐term interaction.

Findings from this study may help the health community to design messages that are perceived as credible by the public.

The users in this study, unlike previous studies, were more critical of the information presented to them. One possible reason could be their older age.

Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.

This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.

The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.

Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.