Real Problems, Virtual Solutions: Engaging Students Online

Author(s): A. Fiona Pearson

Source: Teaching Sociology, Vol. 38, No. 3 (JULY 2010), pp. 207-214
Published by: American Sociological Association
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Articles

AMERICAN
SOCIOLOGICAL
ASSOCIATION
Teaching Sociology
38(3) 207-214
)American Sociological Association 2010
DOI: 10.1177/0092055X10370115

Real Problems, Virtual

Solutions:
Engaging Students
Online

A.

Fiona

http://ts.sagepub.com

<?SAGE

Pearson1

Abstract
In this article,

the author

four semesters

in an

how

explains

introductory

student

blogs with more than 263 students over a period of

course.
She describes
how she uses blogs to enhance
problems
an overview
skill building. Finally, she provides
of students' quali

she used online

social

and
engagement,
participation,
tative assessments
of the blog assignments,
nology and, in particular, blogs as a course

highlighting the drawbacks

writing

and

limitations of integrating tech

requirement.

Keywords
blogs, technology, social problems, teaching methods

While colleges and universities are increasingly

investing in digital technologies, publishers and
educational

corporations
array of online resources
begun

a vast
producing
in the classroom.

students of all ages and backgrounds

to use technology
in their

Furthermore,
have

are
for use

to expect

they are well-versed

to
these
trends, Benson
Responding
a growing number
et al. (2002) argue that because
of instructors are now integrating digital technolo
whether

classrooms,
in its use.

or not

gies, any sociologically informedscholarship of

the
take into account
teaching and learning must
in the classroom.
effects of technology
Although
et al. (2002) advocate
for more
Benson
systematic
research

on

the effects

of technology

in general,

they in part focus on the need for additional

research

that examines

how

digital

technologies

and
collaboration,
participation,
overall
they call for re
learning. In other words,
is shaping
to examine
how technology
searchers
to
the ef
and
the classroom
evaluate
experience
affect

student

Heeding thatcall, I explain in thisarticlehow

I used online blogs with more than263 students

social

a period

in an introductory
can
I explain
how blogs

of four semesters

problems

course.

to enhance

overview

student participation,

engage

of students'

assessments

qualitative

of

theblog assignments,highlightingthedrawbacks
and limitationsof integratingtechnologyand, in
particular,

as a course writing

blogs

requirement.

DIGITALTECHNOLOGIES AND
CLASSROOM LEARNING
any current
ingly not only

As

will

utilize

teacher

students

knows,
that

visual

anticipate
media
and

their

online

increas

instructors

course man

tools but also have come to expect that

agement
in the class
instructors will use such technology
room.

Kroeber
found
that
(2005)
Importantly,
can translate into students' per
these expectations
compar
ceptions of value and effectiveness. Upon

ing student evaluations

'Central Connecticut

fects of such changes.

over

be used

ment, and skill building. Finally, I provide an

Corresponding
Fiona Pearson,

06050,USA

for two

State University, New

sets of

Britain, USA

Author:
1615 Stanley Street, New

Email: pearsonaf@ccsu.edu

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Britain, CT

208

Teaching Sociology 38(3)

introductory

one

courses,

sociology

that used mul

timedia and online technologiesand one thatdid

not,Kroeber (2005) found thatstudentsresponded
more

to the set of classes

favorably
nology was used. Although
PowerPoint
sections where

sions

in the sociology
pedagogy
line newsgroups
facilitated

of

that such

argues
integration
technology may
as there is little
be a "non-significant
gesture,"
that it increases
definitive evidence
learning; how
introducing technology does serve as a "sig
to students
nificant
symbol,"
demonstrating
a professor's willingness
to engage with emerging
on their behalf.
In an earlier study,
technologies
ever,

Dietz (2002) likewisedeterminedthatusing tech

nologymay not always directly increase student
investment
increase
student
but may
learning
an integral predictor
and academic
integration,

of college persistence (Astin 1997; Tinto 1993).

instructors would

acknowledge
Although
and persis
the importance
of student perception
concerned with
tence, they are more
immediately
student learning. Writing
assignments,
increasing
either short papers or journals, that focus on current
issues and events have long been cited as an effec
attention and
students'
attracting
of abstract
students'
understanding
and
theories
concepts
(Malcolm

of

2006; Reinersten and DaCruz 1996;Unnithan and

such assignments
Furthermore,
1983).
to
fine-tune
and
students
necessary
develop
require
and analytic skills.
communication,
organizational,

Scheuble

Malcolm (2006), who relied on a guided weekly

found
of current news
articles,
analysis
that students' general writing and analytic capabil

written

over the course of the

ities improvedsignificantly
semester.In the end,Malcolm (2006) found that
theregularity
of thewritingassignmentwas partic
when she required5
ularly important.
During terms
rather than the usual

10 written

students'

analyses,

writing and analytic performance improvedonly

findings reveal
Importantly, Malcolm's
marginally.
that for students'
learning to increase, writing as
signments must
the term.

be required

consistently

papers

dents

and

journals,

of writing
experiences
a growing

effec
with
num

ber of researchers using digital technologies

and

be

provided

of

groups
discus

radical

classroom.

These

on

dialogue
a context where

between

stu

and

teaching

simultaneously

they were
course

learning

material to each other.Ammarell (2000) found

in

that participating
students'
improved

the

news

online
and

writing

groups

critical

thinking

skills and involved studentsmore actively in

the learning

process.

In addition,Valentine (2001) found that list

serv discussion
means

of

sensitive

a particularly
useful
or
controversial

were

boards

covering
potentially
subject matter. These

listserv discussion

groups provided students in a human sexuality

course

a means

with

of discussing

taboo

socially

or politically charged topics inwhat came to be

viewed

as a more

by students

ronment.

"safe"

students'

Although

envi

virtual

identities

were

not

anonymous,Valentine (2001) found thatstudents

felt more

free to express

their ideas online

the classroom.

Students

rative

that took place

learning

also

valued

than in

the collabo
in the con

online

text of the discussion group. Unlike individual

class journals,which Valentine (2001) had used
the discussion
allowed
for
group
previously,
as students col
a level of semi-public
exchange
sense of complex
and challenging
lectively made
also discovered
that
topics. Valentine
(2001:51)
these computer-mediated
discussion
groups pro
a means
vided
instructors with
of assessing
"class

concerns,

flict."

In

and con
anxieties,
confusion,
to needs
within
expressed

response
the context of these
tors could

online

clarify

concepts

this

research

discussions,

instruc

and address misunder

standings during regularly scheduled class

meetings.
Overall,

reveals

the potential

individual and institutionalbenefits?in termsof

student

engagement,

learning,

and persistence?

when faculty collectively integrate into their

instruction

current

issues/events

and regular writ

ingassignments,while using technologicalpeda

gogical
describe

most
researchers
Although
have
tiveness
their
analyzed
traditional

throughout

could

online,

(2000)

in asynchronous
to advance
used

in the

on

with

small

groups,

were

ses using technology.UltimatelyKroeber (2005)

sociological

that online news

argued
students that participate

grades
and Blackboard

students'

value of the course and the profes

the perceived
sor's effectiveness were higher for the set of clas

facilitating

their experiences

tech

not any higher than the sections where

of
such technology was not used, class evaluations

tive means

to analyze

begun

line writing assignments. Ammarell

inwhich

used were

most

have

tools.
how

In
I used

I
the following
sections,
current event-based
writing

on blogs
in an introductory
class
assignments
room as a means
of engaging
students'
interest
and increasing
students'
learning.

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209

Pearson

INTEGRATING
CLASS BLOGS
The
ices

I chose
nal

state university where

I teach serv
regional
under
10,000
students,
just
undergraduate

40 percent of whom
have parents
approximately
a four-year college degree.
who have not received
Over two years ago, I sought to alter my approach
to

course

the

teaching
introductory
a standard offering in many
across
the country. Most
departments

Problems,

Social
sociology

semesters,

I teach two sections of Social Problems,which

two or three times a week,

meets

in each

enrolled

class.

with

35 students

this course

Since

can

be

to fulfill the university's

education
general
requirements, most of the students are not sociol

used

ogy majors.
In an

to

attempt

involve

more

students

actively in the process of applying and creating

knowledge, I began by consideringways that I
increase
student
and allow
engagement
might
to
students more
express
opportunities
practice
I then
of concern.
and
issues
ing their ideas
to organize
current
the course
around
that lent
and locate sociological
readings

decided
events

of those events.
insight into the social dynamics
I had students examine
the 1999
For example,

Columbine murders (I have since replaced that

eventwith the2007 Virginia Tech murders), first
usingHilgartner and Bosk's (1988) public arenas
as a means

model

and

groups,

of analyzing
how individuals,
under
framed public

organizations

standing of this event. I thenhad studentsread

a chapter fromNewman et al.'s (2004) book
Rampage: The Social Roots of School Shootings
and

an

Class
a

rich

article

by Kimmel
Terrorism."
Both

and

of

sociological

"Gender,

(2002),

contain
readings
the connections

analysis
and social
violence,
gender,
sexuality,
in the context of this current
that we discuss

between
class

event. Other
in the
that I have
included
topics
at Abu Ghraib
the
the abuses
Prison,
past were
fall of Enron,
and childhood
Students
obesity.
worked
sentations

in

small

on

to

groups

these various

create

events

brief

or

issues

pre
and

and Ammarell (2000) both note, unlike most

online written work
is public
and stu
journals,
dents are provided
to read
with an opportunity
as
each
others'
the readings
ideas
regarding
are therefore presented with
they post. Students
an opportunity
as they dis
to create knowledge
cuss with
each other the meaning
of a text or

idea; theyare notmerely reportingtheir isolated

to an audi
of issues or readings
the professor.
Instead,
they are pre
context
in
their own
the
of
analysis

understanding
ence of one,

senting
and evaluating
arguments
analyzing
by
posted
to create
their peers. Collectively,
students work
and thereby are involved more
meaning
actively
in the learning
The second

and because
public
each others'
ideas
is more

integrate

blogs

as a means

also chose to

of extending

and

ex

panding the breadth and depth of our class dis

cussion

on the articles

and

events.

my

role

and holistic.

instead on providing
the entire discussion
evaluation

to
responding
as evaluator

That

is, rather

of

the

summary

substantive

of

evaluation

for that week.

In this sense,

content

of

each

effort that actively

entry or post is a collaborative
on prior posts
involves
students as they comment

and involvesme when I highlight overarching

or conclusions.
questions,
arguments,
I can certainly provide
deemed necessary,

When
correc

tive evaluations of individual responses, either

in class
if several
students make
the
publicly
same error or one-on-one
on the error
depending
student in question. However
in using a pub
to provide
lic forum, students are first challenged
as they read, reflect upon, and
such correctives
and arguments
respond to the interpretations
pre

and

sented

by

discussion,

their peers?only
class
later, during
a
I step
do
in with
summary

evaluation.

Finally, I chose a blog ratherthana threaded

campus

regularly relied on in the past?I

are

than repetitively
for a stu
inaccuracies
correcting
dent audience
of one, as I might do when
evalu
a
can
I
traditional
focus
response,
ating
journal

articles paired with each

ture, on the sociological
to using
In addition
issue/event.
Blackboard,
course
and
the campus
system,
management
PowerPoint?technological

to use blogs
is con
the blog posts are

students
online,

collaborative

discussion

that I had

process.
reason I chose

to the first. Because

nected

Iwould then lead discussion, includingsome lec

resources

a blog over a traditional written jour

reasons.
First, as Valentine
(2001)

for two

because
the blog,

on many
group, a resource
provided
course management
systems, or a listserv
of the anonymity
it allows
students?for
students

their own

create

"username"

thatneed not reveal theiractual identityto other

class members. As Valentine (2001) discovered,
online
discourse
"safe,"

forums
that

provide
students

particularly

an

alternative

may

when

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perceive
discussing

for
space
as more
sensitive

210

Teaching Sociology 38(3)

the highly controversial

and politi
topics. Given
cized nature of the topics under discussion
(e.g.,
residential
racial pro
prison abuse,
segregation,

filing), I hoped that the distance provided by

the online format coupled with the anonymity
provided by using theblog would create a virtual
where

space

are generally

students who

or

quiet

who might hold alternativeorminority perspec

tives might
feel more
comfortable
their views online than in traditional

know

fully anonymous
students' actual

because

I, the

identities

in order

instructor,
to record

in moderating
I do not reveal

in
participation.
stu
discussion
of the blog,
dents' actual identities and only refer to students'
However

blog
class

when

pseudonyms
comments.

their

referencing

and more

"social

disaster"

blog

our

moderating

class

for

blog

the

term. Most

we

now

refer

as

to

"Katrina."

All of the topicsask studentsto reflecton theircur

rent understanding
connections

of an event

or

issue

and

then

to the readings assigned

for that
In terms of basic requirements,
students are

draw

expected to: (1) post to the class blog once

a week by 7 p.m. thenightbeforewe begin todis
cuss the readings/issues,(2) write a minimum of
300 words in theirpost, (3) address the topicpre
sented,and (4) reflecton ideaspresentedby at least

one other blogger. As

these
long as students meet
minimum
for their post, they
requirements
a passing
receive
for the assignment.
grade

basic

Substantive

At thebeginning of the term,studentsregister

on the blog sitewhere I have created and am

under

comprehensively

standing the many dimensions of the

week.

articulating
class discus

sion.As I explain in the following, the forum is

not

situating

evaluation

is provided

classmates

by

during the course of online discussion or by me

in class, when we
integrate content from the blog
I encourage
into our class discussion. Although
stu
dents to feel free to write in casual prose, as they

recently, I have been using the free blog site

developed byWordPress (http://wordpress.com). might in a journal, I emphasize thattheblog post

I prefer this free site because

soft
theWordPress
ware
is both easy to use and does not require stu

dents to create their own blog when initially

signingon.When studentsregister,theywill be
asked to check whether or not theywould like
their own

to create
a

"user"?I

personal

recommend

familiar with

are

and

blog

or register

sincerely

as
are

that unless
interested

they
in cre

ating a personal
blog,
they merely
register as
a
on
When
the
students
"user."1
register
to create
WordPress
site,
they are
required
a "username"

that will
create

students

Once

those names

mit

ipation

and

appear

on all

their usernames,
so I can

tome,

involvement.

At

their posts.
they sub

track their partic

the end of each

a topic online
that asks students to
connect material
to
from our course
readings
a current event that we will be discussing
in class

week,

I post

the following

For example,
during a seg
residential
public
segregation,
events
Hurricane
surrounding

week.

ment

examining
and
the
policy,

Katrina in 2005, I posted the following topic:

an

is

academic
and
assignment
they should
their entries. We
also discuss
carefully compose
the importance of presenting evidence when mak

ing claims and of respecting opposing and/or

minorityviewpoints.To facilitate the creation of
a safe space

that explicitly
institutionalized

ple's
peared
Katrina
explain
Massey's

some

of the media

experiences/interpretations
in the aftermath
of
that

struck

how

Wilson's

analysis

you most.
and

of urban

that

ap

Hurricane
Go

Denton
change

on

I schedule

on

issues
of

effective

regarding
"Class Participation"

related

to

the

and
privilege
brief guidelines

I include

in both

communication

the

and

the "Blog Assignment"

we review these in detail

sections of my syllabus;
at the beginning of the term. I clearly communicate
that I want
students to be honest and, when
they
feel

it warranted,

authors'

conclusions;

to

students'

challenge

however,

I also

and

stress

that

is not acceptable.
The blogs
"venting"
to ask questions
about complex
and
issues and to solicit assistance
in

unreflective
are

a place
controversial

sense of authors'
making
findings or arguments.
If effective meaning-making
is to occur, a level
and respect

is required.

Before each class afterwhich a blog assignment

of peo

images

and online,

dimensions

focuses

In addition,

oppression.

of decorum
Describe

in the classroom

during thefirstweek of class at least one reading

to
and

in the

20th centurymight aid us in historically

has been

due,

I print out the responses

for the most

recent blog and highlightparticularly insightful

summaries

or claims,

inaccurate

the readings, relevant questions,

of information. During
changes
the blog

as a means

interpretations of
and/or lively ex
I refer to
class,

of initiating discussion

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at the

211

Pearson

or to clarify dimensions
of discussion
In class, the blog is treated as
in progress.
already
an alternative
is made
and
sphere where meaning
challenged.
Finally, at the end of the term, I ask stu

misunderstandings thatyoumight have had about

on

would definitely clear itup forme." Confessed

beginning

dents to revisitone blog post of theirchoice and

consider

how

the

verbal

students'

exchange

thatpost shapes theirunderstanding

of theparticular
social

issue under discussion.

serves as

This

one part of their final exam,

critique
for students

reinforcing

thevalue thatI place on thediscussion thattakes

online.

place

During thefinal day of class each term,I asked

to answer

five questions
regarding class
In regards to the blogs,
and readings.
assignments
in writ
I asked students to respond anonymously

ing to the following open-ended question, "Did

you find the blogs to be useful? Briefly explain
and
a

provide

any

Next

recommendations."
of

summary

is

themes

the prevalent

description
from this qualitative
that emerged

analysis.

It re

flects the responses of 232 studentsfrom eight

sections of SOC 111 from four differentterms
(Spring 2007 to Fall 2008). Overall, 91 percent
of the students

another

student,

articles

better."

on

someone

the readings,

understand

me

"It helped

the blogs

to understand
students

Importantly

the

acknowl

edged the importanceof not only thewriting but

also the reading required of this assignment:
"Writingtheblogs helpedme to retaininformation
from the readings. Also
reading the various blogs
useful
in
better
the overall
proved
understanding
attest
comments
These
collectively
blog topics."

EVALUATION
students

the topic. It also forces you to go online and learn

student affirmed,
about the topic." Another
If you didn't
"The blogs were
useful.
extremely

more

that I continue

recommended

use

in class and 9 percent

the blogs
that I discontinue
their use.

to

recommended

to students'

perceived

gains

in terms of content.

The blogs also providedme with a means of

students'
understanding
determining
to discuss
before we arrived
in class
then use

I could

detail.

of an

time more

class

issue

it in more
produc

tively to address confusion and/or substantively

build on the ideas presented in the blog discus
sion.

For

a book

example,
on

student

"moral

chapter

responding
which

panics,"

to
we

had read earlier in the term in connectionwith

another

issue,

identified

Hurricane Katrina

the events

surrounding

as

in 2005

indicative of

in subsequent
"moral
Students
panic."
blog
such an interpreta
posts supported or challenged
our next class,
I took the time to
tion. During
review the criteria used to define "moral panics"

and we discussed at lengthwhether or not the

events

Benefitsof Using Blogs

a journal, the blogs were a means
of assuring
that students kept up with readings and engaged
one student, "The
with the ideas presented. Wrote
Like

in the class
blogs were useful and ensured people
are doing the readings and participating."
A major

ityof thestudentslikewisecommentedon theeffect

of theblogs on theirreadinghabits, reflectingon
the fact that theywere required to keep up with
the readings if theywere to complete theblog as
signments

successfully.

one

As

student honestly

at

tested,"I feel thatwithout them,I, or therestof the

class,would not have kept up with thereadings;so
truth be

told, the blogs were

very useful."

Beyond keeping up with the readings, stu

dents also frequentlycommented on the learning
benefits of the blogs, both in terms of under
standing

course

content

and

improving

their crit

ical thinking and writing skills. One

stated,

"Some

people

knew

more

student

information

about other topics which helped to clarify any

Hurricane

surrounding
a "moral

Katrina
as

would

panic"
by the
This
authors.
illustrates
experience
chapter's
use of a virtual
how students can make productive
are
con
to make
where
space
encouraged
they
constitute

nections

and

draw

distinctions,

defined

the

revealing

"deep learning" takingplace as theycollectively

work

to make

a result
these

of

issues

sense

of

As
complex
concepts.
and
about
reading
writing
on our blog site, they reported feel

students'

ingmore confident in theirknowledge of both

the readings
and
sion. Furthermore,
pared
student,

them
"They

for

the social

issues

under

the content
class

were

discus

in the blogs
discussion?wrote

useful

because

pre
one

they gave

me a good understandingof the topic beforewe

talked about it in class." As Ammarell (2000)
likewise discovered in his use of asynchronous
online

discussion,

students

actively

engaged

with thematerial andwith each other, improving

their skillswhile empowering them to articulate
their understanding

of or position

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on an

issue.

212

Teaching Sociology 38(3)

students acknowledged
that
Importantly, many
this empowerment may have in part resulted from

were

student expressed,
"The blogs were extremely
useful and were a good way to anonymously
voice

would say anything to you like 'why do you

theperceivedfreedomaffordedby theiranonymity.

One

opinionswhen being too afraid to speakup in class

on

Just over

the topic."

a quarter

of the students

surveyedhighlightedthebenefitsof anonymityin
their evaluation

of the blogs.

Students'

statements

also revealed thattheblogs provideda virtualspace

where

felt more

students

many

comfortable

pre

sentingminority standpointson issues thatmight

one
Wrote
gone unacknowledged.
think they are great for everyone
to
their opinions without
fear of teasing or
express
other negative
Another
student
consequences."

have

otherwise
"I

student,

stated, "[The blog] allows honest opinions and

that might

expression

not

be

heard/seen."

As

Valentine (2001) likewisediscovered, studentsre

comfortable
feeling more
confronting ster
and
controversial
issues online
eotypes
addressing

ported

than theymight have in the classroom.

It is not fullyclearwhether or not studentsin
my classes experienced thisfreedomsolely due to
theiranonymity
with peers or due to thephysical
distance
online.

in writing
resulting from communicating
I can recall several
students

Anecdotally,

who were quiet in class but who participated in

at length, writing strong, well-articulated
These
arguments regarding issues under discussion.
students were
with
the course
clearly
engaged
the blogs

but felt more

material
ideas

to their peers

their
expressing
than in face-to-face

comfortable
in writing

an
the blog provided
alternative sphere for public discourse
and provided
a means
of public participation
inmost
unavailable
It is possible
structured classrooms.
traditionally
class

For

discussion.

that knowing

others'

them,

identities would

not have

sig

nificantlyaltered the feelingof a "safe space" for

some of those studentsand that itwas the online
writing

of the interchange, not the ano

a
sense
of
freedom.
provided

dimension

nymity,

that

However,

one

student, who

specifically

cited "ano

nymity" as being important,explained quite

"Without

our usual

no

insightfully,
preconceived
are
tions and expectations
of how our classmates
the angles
going to act, it's far easier to analyze
of each
issue." For this student, anonymity pro

vided a way to bypass theeffectsof "personality"

that can

classroom.

communication

shape interpersonal
In addition, anonymity

may

have

in the
been

particularlyimportantfor studentswith friendsor

acquaintances

in the same

class, with whom

they

fearful of disagreeing.
Such
by a student who claimed

revealed
was

"because

important

nobody

a perspective
is
that anonymity
the next

day

not agree with me?'"

for some students,
Clearly,
was
as
perceived
anonymity
integral to creating
a "safe
communica
space" where
interpersonal
tion was

somewhat

dents'

freed from the effects

classroom

or

personalities

of stu

personal

relationships.
itwas

Finally,

clear

that students

appreciated

being introducedto blogs and viewed my use of

them

as a "significant

in the classroom

symbol"

(Kroeber 2005). Many studentswere well versed

in theuse ofMySpace or Facebook, but had not
ventured into the blogosphere. They liked being
able to include linksto relevant
Web sites in their
and as one student wrote,
left
responses
"They
room
to be creative."
com
Another
student
"I

mented,
and

the use

liked

another

of something
"They were

stated,
yet
made
the class more
interactive."

who were

Those

and

students

already very familiar with blogs

their uses

and

different,"
useful

were

to share

excited

genuinely

theirblogging knowledge with me and other stu

dents.

these comments make

Collectively,
that most
students
appreciated
being
involved
in the process
of meaning-making

felt a level

clear
more
and

as a result.

of empowerment

Points of Complaint
user error and site mal
technology,
can create tension and stress.
Although
the blog is relatively
registering on and accessing
straightforward, at least one or two students a term

As

with

all

functions

would complain about the difficultyof using the

one student, "I did find the
computer. Wrote
blogs
useful when
discussions
but
sparking classroom

had extremedifficulty
with the site." In attempt
to alleviate

stress,

I tend to give

students

two to

threeweeks at thebeginningof the termto register

and practice posting on theblog. I also allow stu
one

dents
excused

week

that

posting?anticipating

encounter

will
access
wasn't

"freebie"?a
from

they are
that they
or online

problems with computer

or "my
Internet was
down"
("my
For those students who
working").

login
have

with home computersand general com

difficulty
I direct

puter access,

them to the campus

computer

labs (the primary computer lab on the campus

where
230

this

conducted
study was
and is open seven

computers

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contains
days

over

a week).

213

Pearson

Another
the due

frequent informal complaint

regarded
and time. Some
students claimed
that

date

theyhad difficultyrememberingto post assign

or that a 7 p.m. Monday
deadline was diffi
or out of town
if they were working

ments

cult to meet
over

the weekend.

For

that reason,

I attempt

to reg

ularly post topics on the blog by Thursday after

noons, giving studentsThursday evenings and all
day Friday to post if theyareworking or planning
a

trip out

of town

that weekend.

They

therefore

have a minimum of four full days to post their

assignment.

Most

assignment

is due.

often,

however,

I have

not found

I would

find

thatmost studentstend to post on theday thatthe

students' wait

ingto thefinalday tobe a problem;givenmy learn

as
for the assignment,
ing objectives
long as
students are reflecting on and writing
about the
readings and their peers' comments outside of class,

I am less concernedwithwhen theypost as longas

theypost by the stateddeadline. I do warn them,
to post,

I give them four full days

any excuses regarding tech

that because

however,

I do not accept

nological failures,particularlyif they shouldwait

until the lastday to complete the assignment.
A more

public

stems

substantive

problem
of this assignment.

nature

from

the
stu

Although

dents enjoy being able to read other's posts, by

the time studentswho post laterget to theblog,
some feel as if there is little leftto say and that
they

are

others
what
repeating
with
strong academic

merely
Students

posted.
and/or vibrant

online

ferentiation
to ask

skills

personalities
usually
new to say about the readings
or the
or less involved
but weaker
students

something

between

students

To

encourage

dif

posts, I have begun

in
reflections
personal
dis
the aforementioned

the blog

to include

their analyses
(e.g., see
I have yet to assess
the effects
cussion
prompt).
of this change,
but my preliminary
impressions
are that the posts are less redundant
in content.
Finally,

there

is the

issue

that

students

can

potentially take advantage of theiranonymityto

engage
because

in hateful
I know

or offensive
all

students'

discourse.
actual

discuss thehistoryof thephrase and therole of lan

in shaping

and power

guage

our social

understand

ingof concepts.Only once have I had to approach

a student outside
ate post.

the student

issued an apology

concerns,

my

an inappropri
fully understood
tome, and the sub

to discuss

of class

In that case,

sequentweek issued a public apology to the class

on theblog under his pseudonym. In thepost, he

more

in less
his position
accurately
explained
for any offenses
explosive
language and apologized
incurred. As the previous
demonstrate,
experiences
are committed
to creating a safe
instructors who
space

must

when

be willing
address

to regularly

and

cussion

they arise. When

and
breaches
openly

such

"teachable
tunities

moments"
to discuss

monitor

dis

indiscretions
potential
instructors
deal with
honestly,

powerful

emerge,

important

oppor
providing
issues and more gen

erally reflectupon thebenefits and challenges of

online
cussions
evant
of

communication.

interpersonal
may become

as

students'

language-based

networking

Such

dis

useful and rel

increasingly
use
and professional
personal
resources
online
and social
continues

technology

to evolve.

have
found

discussion,
tended to stunt the discussion.

them as a means
of enhancing
students'
when
For
sociological
understanding.
example,
one student unwittingly used the phrase
"colored
to racial
in her post to refer generally
people"
we as a class used that opportunity
to
minorities,
discuss

Perhaps
identities and

CONCLUSION
In sum,blogs can be a helpfultool thatprovides stu
a means

of addressing
complex or con
in a "safe" forum where
they can
test out their ideas and practice the skills of summa

dents with
troversial

rization

issues

and

argumentation

in written

form. The

with peers affordedby theblog allows

anonymity
students

to express

the pressure

ideas

and viewpoints
without
to conform to peers' expect
traditionally quiet students, who

of having

ations and provides

are nonetheless highly engaged with the course

material,

with

an alternative means

in class.

of publicly par
It is also an easy way to increase

ticipating
the time that students

communicate

their ideas

in

setvery clear guidelines regardingresponsibledis

course at thebeginningof the term,I have rarely

on a regular basis
the term,
writing
throughout
which researchers have long determined can signif

hatefulviewpointsor using inappropriatelanguage

qualitative evaluation used for this study cannot pro

vide a definitive assessment
of actual gains in stu

any problems with students using ano

experienced
of espousing
with
their peers as a means
nymity
in the online

discussion.

If an issue should

arise,

in

structors are then presented with the opportunity to

use those moments
to explore
and
transgressions

icantly increase student learning.Admittedly, the

dent learningwhen a blog is regularlyused as

a means
is

clear

of analyzing
from

these

course

content. However,

evaluations

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All use subject to JSTOR Terms and Conditions

that

it

students

214 Teaching
Sociology
38(3)
the opportunity

appreciate

overwhelmingly

to hone

theiranalyticand evaluative skills on the blog as

they collectively

sense

make

of course

concepts

andmaterials.Effectivelyevaluatingwritingis labor
in an era of increasing

intensive and,

class

sizes and

regularwriting assign
teaching loads, integrating
such

ments,
the

by

that are evaluated

as journals

not be

instructor, may

solely

realistic

option.
evalua
public
assignments,
tion is collaborative
and part of themeaning-making
substantive
feedback
Students
process.
provide
with

However,

online

within thecontextof theblog discussion,and based

or
instructors provide generalized
in the context of class discussion

on their responses
focused

feedback

individual conferencing. More

necessary,
than a "symbolic
gesture," blogs provide a means
them to connect
of engaging
students, encouraging
or, when

with

the

with

each

even

and,

readings
other.

more

importantly,

2002.
and the
"Digital Technologies
Scholarship of Teaching and Learning in Sociology."
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earlier version

Pacific

of this article was

Sociological
in San Diego,

Association's

presented at the
2009
Annual

CA. I wish to thank Scott Ellis

Meeting
for his conceptual inspiration and insight regarding this
project. In addition, I thank the anonymous reviewers
and the editor, Kathleen S. Lowney, for their thoughtful
responses and recommendations on earlier drafts.
order, Lawrence

for thismanuscript were, in alphabetical

Neuman and Caroline Perseli.

1. WordPress

contains a number of features that allow

Reviewers

blog moderators
respective blog
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All use subject to JSTOR Terms and Conditions