Conclusion and Evaluation

This essay reviewed a variety of studies, research papers and findings published by scholars (Blackstone et al. 2007; Divitini et al. 2005; Lin et al. 2006; De Bruyn 2004, Treese 2004; Pena-Shaff et al. 2005; Junco et all. 2011; Ebner et al. 2010; Borau et al. 2007) which dealt with web-log and micro-blog usage in educational settings, particularly involving students from secondary schools, colleges and universities. Students’ attitudes towards blogging and micro-blogging, their engagement and participation, effective communication between students and faculty were some of the main features and findings by the scholars. Consequently, based on the research, a discussion and evaluation was made that explored the uses and limitations of blogging and micro-blogging, respectively.

Despite possible drawbacks such as those mentioned in the discussion, the instructional benefits encourage educators to continue to incorporate blogging and micro-blogging in education and look at other Web 2.0 tools that may help in extending the instructional power of a Learning Management System (LMS) and further enhance the social presence potential of the learning opportunities which educators design and facilitate (Treese 2004).

Essentially, What was clearly evident after analysing the various studies and research is that the uses and limitations arise and occur according to each individual user, how he or she would use it and to what purpose. Therefore, it is arguable as to which medium (Blogging or Micro-blogging) is more productive in an educational setting and hence, an adoption of both simultaneously to serve the particular purpose may it be a project or a quick assignment query, would be more beneficial.