USE OF BLOGS FOR PROSPECTIVE EARLY CHILDHOOD TEACHERS

UTILIZACIÓN DE LOS BLOGS POR FUTUROS DOCENTES DE EDUCACIÓN INFANTIL

This work is licensed under Creative Commons Attribution-NonCommercial 4.0 International.

Technological advances have led to radical social transformations which demand more flexible, diverse, and open learning. Various authors (González-Sanmamed, Sangrà, Souto-Seijo, & Estévez, 2018; Jackson, 2016) have talked about the concept of learning ecologies to refer to the characteristics of what is learned and how it is learned nowadays. The influence of factors such as network connectivity, empowerment of students, overcoming geographical and spatial barriers, and the importance of non-formal and informal learning is leading to a transformation in learning.

New learning formats need a qualitative and quantitative broadening of teaching competencies and call for both initial and continuing teacher education and training to be able to respond to the educational demands that society in general, and students in particular, will pose. It is worth highlighting the importance of generating innovative training spaces in which technology becomes a learning tool during initial teacher education and even more importantly, promoting the ownership of these resources to encourage continual professional development and learning.

Blogs are widely recognised for their contributions to the training process. The value of blogs as instruments of learning has been noted in various studies which have also demonstrated their contribution to the development of digital skills (Pinya, Tur, & Roselló, 2016). Most research on blogs has focused on their use, uptake and impact on learning in university students (Avci & Askar, 2012; Cakir, 2013; Sullivan & Longnecker, 2014; Garcia, Moizer, Wilkins, & Haddoud, 2019). There is also literature about the potential and challenges of collaborative projects linked to blogs (Cho, Lim, & Lee, 2017) and about their importance in establishing and maintaining collaborative learning networks and encouraging reflection (Khan, 2017). In the Spanish context, several studies on the use of blogs in education have also been carried out. In particular, in secondary education, the use of these tools has been analysed with regard to the academic performance of adolescents (García-Martín & Cantón-Mayo, 2019) and also as a mechanism to enable collaborative learning, as well as to improve the students’ writing skills (Álvarez & Bassa, 2013). In Higher Education, investigations such as those developed by Durán-Medina (2011) show how blogs can contribute to the improvement of educational praxis and, at the same time, serve as a teaching strategy. Other studies also located in the university field have shown the usefulness of blogs as a tool for reflection, especially in teacher training (Marín-Díaz, Gómez-Parra, 2015; Muñoz-Carril, 2019).

Beyond that research, there has been interest in illuminating those factors which affect the intention to using blogs as mechanisms of learning (Ifinedo, 2018a, 2018b; Hung, Tsai, & Chou, 2016). In addition to examining students’ interest in continuing to use blogs, in this study the model defined by Ifinedo (2017) is used to identify significant factors behind positive effects of technology on learning.

Part of the relevance of this research comes from the lack of research looking at the intention to keep using blogs for learning, and there is particular relevance in the originality of doing the research in the context of the initial training of future infant-school teachers (teachers being trained to teach children from 3-6 years old). It is also worth highlighting the value of adapting a theoretical model and adopting an empirical approach which had already been recognised by the international scientific community (Ifinedo, 2017, 2018a, 2018b).

Research model and hypothesis

Social-cognitive theory (Bandura, 1986) and the technology acceptance model (Davis, 1989) were fundamental reference frameworks for the creation of the research model, as well as for the various hypotheses, allowing us to identify the factors affecting undergraduate students’ intentions to using blogs for learning (Figure 1). Both theories have been shown to be particularly useful in constructing models of adoption of technological tools such as blogs in the context of higher education (see, for example: Ifinedo 2018a, 2018b; Lai, Wang, & Lei, 2012).

Figure 1
Research model Adapted from Ifinedo 2017

The constructs that were addressed within the framework of social-cognitive theory were perceived self-efficacy, personal outcome expectations and perceived support for enhancing social ties. They have been used in other research related to the intention to using blogs as learning technologies (Ifinedo, 2017).

According to Rohatgi, Scherer, and Hatlevik (2016), self-efficacy is closely related to expectations of future success and failure, which in turn affects students’ choices and behaviour. For Ashtari and Eydgahi (2017), self-efficacy significantly affects perceptions of the usefulness of technology as well as its perceived ease of use.

Personal outcome expectations refers to an individual’s judgement about their ability to do what is needed to achieve desired results, while perceived support for enhancing social ties refers to perceptions about how close the connections are between a person and the members of their group (Bandura, 1986). Various studies, for example by Fernández-Cardador, Hernández-García, & Iglesias-Pradas (2014), have demonstrated the positive, significant influence of both variables on the perception of usefulness, and although one might expect expectations of personal results to correlate with ease of use when it comes to blogs, these authors showed that there was no positive effect.

The following hypotheses were drawn up based on aspects of social-cognitive theory:

• H1a. The level of perceived self-efficacy has a significant, positive effect on the perception of the usefulness of blogs for learning.

• H1b. The level of perceived self-efficacy has a significant, positive effect on the perceived ease of use of blogs as tools for learning.

• H2a. Personal outcome expectations have a significant, positive effect on the perception of usefulness of blogs as tools for learning.

• H2b. Personal outcome expectations have a significant, positive effect on the perceived ease of use of blogs as tools for learning.

• H3a. Perceived support for enhancing social ties has a significant, positive effect on the perception of the usefulness of blogs as tools for learning.

• H3b. Perceived support for enhancing social ties has a significant, positive effect on the perceived ease of use of blogs for learning.

• H4. Perceived self-efficacy has a significant, positive effect on personal outcome expectations in relation to the use of blogs as learning resources.

Three key constructs in the technology acceptance model (Davis, 1989) help to explain students’ intentions tousing blogs: perceived usefulness, ease of use, and attitude towards blogs. These factors have been shown to be robust predictors (Lai, et al., 2012). In addition, research such as that by Lin and Li (2014) shows that a positive attitude towards blogs increases perceived levels of enjoyment (playfulness) in using these tools for learning (which suggests an intrinsic motivation), and in turn, increases the relative probability of using blogs.

This has led to the following hypotheses:

• H5. Perceived usefulness has a significant, positive effect on attitudes about using blogs for learning.

• H6. Perceived ease of use has a significant, positive effect on attitudes about using blogs for learning.

• H7. The attitude towards using blogs has a positive effect on the intention to using blogs for learning.

• H8. The attitude towards using blogs in learning contexts has a significant, positive effect on students’ perceived playfulness.

• H9. The perception of playfulness has a significant, positive effect on the intention to using blogs.Importar lista

In order to test the hypotheses, a multivariate analysis was performed via the production of a structural equation model using partial least squares (PLS). This technique does not require large samples (Hair, Hult, Ringle, & Sarstedt, 2017) and does not require multivariate normality from the observations (Esposito Vinzi, Trinchera, & Amato, 2010).

Chin (2010) made the argument that PLS is an appropriate technique for predicting and evaluating the relationship between latent variables (non observable constructs) from indicators in complex models. It is commonly used in the social sciences, particularly in education (Marcoulides & Chin, 2013). It is not only for use in an exploratory manner, but can also be a strategy for confirmation of models with a solid theoretical base (Cupani, 2012), such as in this research.

Using PLS requires two phases (Henseler & Chin, 2010). In the first, the measurement model is analysed and evaluated. In the second, the structural model is produced. The statistical software SmartPLS version 3.2.7 was used for this purpose.

Measurement model

Ringle, Sarstedt, and Schlittgen (2010) established the need to ensure appropriate reliability and validity (Table 2). Appropriate reliability was achieved with a Cronbach alpha coefficient over 0.70 in all constructs (O´Dwyer & Bernauer, 2014). For indices of composite reliability values greater than 0.5 confirm the internal reliability of the construct, a target that the data in this study met comfortably.

In terms of convergent validity, the average variance extracted (Table 2) ranges between 0.68 and 0.82, higher than the 0.50 advised by Hair, Ringle, and Sartedt (2011) for more than 50% of the variance of the construct to be due to the indicators. The standardised item loadings also surpass the 0.505 level.

Table 2
Reliability and convergent validity of the indicators and model constructs

In order to verify that the measurement model was appropriate, discriminant validity was examined using two complementary analyses. Firstly, a matrix was produced of factor loadings and cross-factor loadings, confirming that the factor loadings were greater. In other words, the model indicators exhibited better correlation with their own construct than with others. We also analyzed whether the square root of the AVE of each construct was greater than the correlation between that construct and all the others.

Structural model

After verifying that the psychometric requirements for reliability and validity had been met, the structural model was created to examine the research hypotheses. The results are shown in Figure 2 and in Table 3

Authors such as Chin (1998) established indexes of 0.67 (substantial),0.33 (moderate) and 0.10 (weak) for R², which means that overall, the predictive value of the model is adequate. Figure 2 shows that 71.1% of the variance of the construct intention to using blogs is explained by the latent variables attitude towards blogs and perception of playfulness; 55% of the variance of the latent variable perception of playfulness is explained by attitude towards blogs, a latent variable which is in turn 56% explained by the construct perceived usefulness and 50.9% by perceived ease of use. Finally, 30.6% of the endogenous variable perceived usefulness is explained by personal outcome expectations.

Ǫ² was used to evaluate the predictive relevance of each of the model’s endogenous variables. Taking the values proposed by Doleck, Bazelais, and Lemai (2017) as a reference and given that all of the Ǫ² values were greater than zero, the conclusion is that there is adequate predictive relevance (Figure 2).

Figure 2
Results of the PLS Analysis of the proposed model

Note: ** = significant at p < 0.001; * = significant at p < 0.01; ns = not significant

The results in Table 3 show that, of the twelve hypotheses, the model supports all except two (H2b and H3b). Table 3 also gives the standardised regression coefficients (χ), associated T statistics, and the levels of significance (p-value), allowing a determination to be made of whether the hypotheses are supported by the proposed model.

In addition, ƒ² coefficients were calculated to analyse the effect size of the relationships between variables (Chin, Marcolin, & Newted, 2003). Cohen’s (1988) criteria were used which states values of 0.35 (large), 0.15 (medium), and 0.02 (small).

Table 3
Summary of results and hypothesis testing

Note: ** = significant at p < 0.001; * = significant at p < 0.01

The goodness of fit of the structural model was evaluated using the SRMR (Standardised Root Mean Square Residual), which according to Henseler, Hubona, and Ray (2016), is the only criterion of overall model fit. This gave a value of 0.06, which is lower than the 0.08 which indicates a good fit to the model.

Taken as a whole, the proposed research model exhibits a good level of prediction, supporting ten of the twelve suggested hypotheses. More specifically, the results show that students’ perceived self-efficacy in the use of blogs has a positive, significant relationship, with a moderate effect size, to students’ perceptions of blogs’ usefulness (H1a; β=0.294; p<0.001; ƒ²=0.124). This is in line with research by Ashtari and Eydgahi (2017), which showed perceived self-efficacy to be a significant factor that is positively correlated with the ease of use of cloud-based technologies, and also a fundamental variable to consider when determining whether students will adopt new technologies to improve their learning. On similar lines, researchers such as Srisupawong, Koul, Neanchaleay, Murphy, and Francois (2018) emphasised the importance of students’ beliefs about self-efficacy in the use of technology, and demonstrated how those beliefs are influenced by factors such as the learning environment, resources, and sources of information available to the students.

A significant, positive relationship with a large effect size was found between the students’ perceptions of self-efficacy and the perceived ease of use of blogs (H1b; β=0.586; p<0.001; ƒ²=0.441). This result supports the idea that, as Ifinedo (2107) indicated, students with high levels of self-efficacy in blog use probably integrate these tools into their learning contexts more easily precisely due to the ease with which they use them.

Significant values, albeit with small effect sizes, were found between personal outcome expectations and the perception of usefulness (H2a; β=0.274; p<0.001; ƒ²=0.095). This shows that students agree that using blogs to learn significant subject content is useful for improving learning. Similar findings have been confirmed in research by Fernández-Cardador, et al. (2014).

No significant relationship, however, was found between personal outcome expectations and perceived ease of use (H2b; β=0.125; p=0.146; ƒ²=0.018). Ifinedo (2017) interpreted a similar result by saying that students who wanted to be rewarded for their hard work on the blog would be less concerned about how difficult they found the work compared to how they benefited from using blogs in achieving the results they hoped for.

A high level of significance was found, with a moderate effect size, in the relationship between perceived support for enhancing social ties and perceived usefulness of blogs (H3a; β=0.319; p<0.001; ƒ²=0.132). One might say that students who think about using blogs as collaborative tools that facilitate interaction between classmates and other educational agents find it easier to appreciate the benefits of using these applications for learning. These results tie into various studies which have looked into the importance of using blogs as systems to improve social relationships and collaboration in university contexts (Dapía & Escudero, 2014; Deng & Yuen, 2011). Despite that, no evidence was found that would support perceived support for enhancing social ties having a significant, positive effect on the perceived ease of use of blogs (H3b; β=0.080; p=0.241; ƒ²=0.008). This might be due to the majority of students having created their own blogs and having previously received a wide range of training and support materials from the teachers -as they reported in the self-evaluations-.

The data show a significant, positive relationship, with a large effect size, between perceived self-efficacy and personal outcome expectations (H4; β=0.553; p<0.001; ƒ²=0.441). This reinforces the literature, which suggests that self-efficacy is generally related to high levels of success (Schunk, Meece, & Pintrich, 2014).

Both the perceived usefulness of blogs (H5; β=0.419; p<0.001; ƒ²=0.226) and their ease of use (H6; β=0.349; p<0.001; ƒ²=0.157) exhibited a significant, positive influence (with a moderate effect size) on students’ attitudes towards blogs. Goktas and Demirel (2011) concluded after a mixed longitudinal study in first year teaching students that blogs which were simple and easy to use, were more likely to encourage positive attitudes towards blogs, even if students reported limited technical skills. Similarly, other studies based on the technology acceptance model suggest that the perception of usefulness and ease of use have a positive impact on attitudes towards blogs (Ifinedo, 2018a; Fan, Haung, Hsu, & Chen, 2013).

The data also show that students with favourable attitudes towards blogs in learning environments are much more likely to continue using the technology in their academic activities (H7; β=0.727; p<0.001; ƒ²=0.822). In parallel, students who are more favourable to using blogs tend to be more likely to use posts as catalysts to stimulate curiosity and imagination, as well as to participate in a playful manner in an enjoyable learning environment (H8; β=0.742; p<0.001; ƒ²=1.224). These results are very similar to those from research by Hung, et al. (2016).

Likewise, the results confirm that students who enjoy using blogs are more likely to continue using these tools for learning (H9; β=0.148; p<0.01; ƒ²=0.034). This is a hypothesis which has also been confirmed in research by Lin and Li (2014).

In short, the results show the importance of working with blogs to encourage their addition to the repertoire of resources making up each student’s learning ecology and contributing to their use in learning throughout students’ lives.

One of the limitations of this study was that the participants were first-year students of infant education, and it would be better to have a wider sample covering all of the years of the degree, and even higher degrees (e.g. masters and postdoctoral degrees) in order to be able to carry out comparisons and look at whether the results can be replicated. It would also be very useful to carry out a longitudinal study which would be able to look at whether the students’ intentions to using blogs are maintained over time (not just in their initial training, but also in their transition to the professional environment).

Future research should address a larger number of constructs which would make the model more robust, these may include: student learning styles, student satisfaction and perceived impact on learning, amongst others. In addition, to make the research as generally applicable as possible, subsequent studies should use samples which are representative of students from other countries and universities (both on-site and distance learning), in which variables could be controlled such as: type of subject, group size, student characteristics, use of the same support materials, and the use of the same teaching methodology.

Despite the limitations, the results of this study as a whole confirm and expand on findings from other similar research (Ifinedo 2018a, 2018b; Lu & Hsiao, 2007), adding to the scant literature related to university students’ intentions to using blogs to support their future learning.

The model used leads us to the conclusion that there are particularly important factors which influence students’ decisions to using blogs for learning. The importance of intrinsic motivational factors, such as perceived playfulness, has been demonstrated. Recent research by Mohd, Fei, and Zahirah (2018) and López and Silva (2016) has demonstrated that this is a key element which modulates students’ intentions to use technology owing in large part to the possibility it gives students to be able to learn via a more interactive, appealing system.

Other variables such as perceived usefulness, perceived ease of use, and attitude (key constructs making up part of the classic technology acceptance model formulated by Davis, 1989) have also been shown to be significant predictors of blog and other technology use. In fact there is a broad consensus in the scientific community that these factors are core aspects which influence students’ behaviour when it comes to using certain technological tools or not (Cabero-Almenara & Pérez, 2018).

The proposed model also included variables from social-cognitive theory (Bandura, 1986), such as self-efficacy, personal outcome expectations, and perceived support for enhancing social ties, which were also key constructs as other researchers have indicated in previous studies (Ifinedo, 2017).

Finally, the results of this study represent a roadmap which invites consideration of those aspects which might encourage future infant-school teachers to using blogs for learning. Below are some useful recommendations for educators of future teachers:

• Materials and training sessions should be created for initial training sessions so that students do not only learn basic or advanced blog management, but rather are also exposed to the educational and professional possibilities blogs offer (Pinya & Roselló, 2014).

• It is essential during the process of using blogs that students are given clear orientation by their teachers which will allow them to see the usefulness of the tasks they are set and how to approach them effectively (Lee, 2018).

• Instructors must actively participate in students’ blogs, providing continual feedback which serves as a scaffold for constructivist and connectivist learning.

• Teachers should propose varied, different training activities which must be seen by the students as authentic and useful.

• Use of collaborative methodologies encourages the feeling of belonging to the class-group, encouraging horizontal communication, motivation to participate, and both individual and collective expression (Santoveña, 2011).

• Situations should be devised in which students really play active and reflexive roles, encouraging self-evaluation and co-evaluation of their own practice (Dapía & Escudero, 2014).

• Blogs must be included as a significant part of the teaching-learning process framework, in connection with the use of other social tools and avoiding only being used in isolated or unconnected curriculum activities (Williams & Jabobs, 2004).

• The intention to continue behaviour which will perpetuate the use of blogs among future infant education teachers will depend to a large extent on the attitude that these students demonstrate towards these tools. Clearly demonstrating or examining their academic and professional possibilities has been shown to be fundamental.

This article was produced within the framework of the project “How the best university teachers learn in the digital age: the impact of learning ecologies on teaching quality”, partly financed by the Spanish Ministry of the Economy, Industry and Business (Reference: EDU2015-67907-R).

How to reference this article: Muñoz-Carril, P.C.; González-Sanmamed, M., & Fuentes-Abeledo, E.J. (2020). Use of blogs for prospective early childhood teachers. Educación XX1, 23(1), 247-273, doi: 10.5944/educXX1.23768

Cómo referenciar este artículo: Muñoz-Carril, P.C.; González-Sanmamed, M., y Fuentes-Abeledo, E.J. (2020). Utilización de los blogs por futuros docentes de educación infantil. Educación XX1, 23(1), 247-273, doi: 10.5944/educXX1.23768