ICTs and collaborative learning: a case study of a class blog for improving the writing skills of pre-university students

Guadalupe Álvarez, Lorena Bassa


In a previous study published in RUSC. Universities and Knowledge Society Journal, we observed that blogs in Spanish aimed at textual comprehension and production still lacked the instruments and materials to foster the cognitive processes necessary for collaborative creation of new knowledge. Given that context, this article studies a specific case of using a class blog in an Argentinean university, in which didactic strategies to encourage group writing activities have been put into practice. This case study will provide an important empirical basis for reflection on collaborative learning in blog writing activities.


pre-university education, collaborative learning, blogs, writing skills

DOI: http://dx.doi.org/10.7238/rusc.v10i2.1740


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 Universitat Oberta de Catalunya. eLearn Center

RUSC. Universities and Knowledge Society Journal is an e-journal coedited by the Universitat Oberta de Catalunya (Barcelona) and its eLearn Center, and the University of New England (Australia).

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