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Learning by Tagging: The Role of Social Tagging in Group Knowledge Formation
This research presents a case study on the use of Social Tagging in an undergraduate classroom at the University of Michigan during the Fall 2005 semester. Students were between 20 and 22 years of age. Students tagged their individual blog posts to contribute to themes and conversations in an online learning environment. Using content analysis of the blog posts and tags as well as semi-structured interviews, the study examines the role of online social tagging for tracking and aiding group knowledge formation.
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More about this material
- Material Type:
- Open (Access) Journal-Article
- Date Added to MERLOT:
- May 13, 2014
- Date Modified in MERLOT:
- May 13, 2014
- Authors:
-
Jude Yew,
University of Michigan
Faison P. Gibson, Eastern Michigan University
Stephanie D. Teasley, University of Michigan - Submitter:
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Barbra Bied Sperling
- Primary Audience:
- College Lower Division, College Upper Division, Graduate School, Professional
- Mobile Compatibility:
- Not specified at this time
- Language:
- English
- Cost Involved:
- No
- Source Code Available:
- No
- Accessibility Information Available:
- Unknown
- Creative Commons:
-
This work is licensed under a Attribution 3.0 United States
